Beruflich Dokumente
Kultur Dokumente
cover photos: top middle and bottom right Speak! Learning Centre; top right and bottom left Martin Dalton; bottom middle Sylva Nay photos: opposite left Sylva Nay; opposite right Rebecca Rufener
Contents
Contents
What is Trinity College London? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 The Graded Examinations in Spoken English (GESE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Trinity GESE Grade 1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 GESE Grade 1 Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 GESE Grade 1 Teaching materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 GESE Grade 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 GESE Grade 2 Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 GESE Grade 2 Teaching materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 GESE Grade 3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 GESE Grade 3 Syllabus. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 GESE Grade 3 Teaching materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 General information Initial stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
photos: top opposite Speak! Learning Centre, bottom opposite Martin Dalton
Elementary
Grades 46 10 minutes
Intermediate
Grades 76 15 minutes
Advanced
Grades 1012 25 minutes Topic presentation Topic discussion
Candidate-led discussion of topic Topic discussion Conversation Conversation Interactive task Conversation
Since, for many, the journey of learning English begins at an early age, this booklet has been prepared to help teachers of young learners prepare them for their Trinity examinations. Teachers of older learners may nd the techniques outlined in this booklet helpful, but should bear in mind that the materials are designed specically for younger learners Full details of all Trinitys ESOL examinations can be found in the latest edition of our syllabuses or on our website www.trinitycollege.co.uk/esol
Grade 1
Format
Total time: 5 minutes The examination consists of one assessed phase:
Functions
Exchanging greetings Giving personal information (name, age) Identifying and naming items given in the lexical list below Leave-taking
Lexis
The candidate is expected to demonstrate the ability to understand and use the vocabulary related to Personal information Immediate surroundings including classroom objects Parts of the face and body Animals common domestic, farm and wild Cardinal numbers up to 20 Colours Items of clothing
Phonology
The correct pronunciation of individual sounds to form intelligible words
Warning
The suggestions given in this document are only examples of some of the many ways of practising for the real exam, as examiners will use a range of methods and questions for eliciting the required language of Grade 1. Therefore, teachers who want to practise a real Grade 1 exam should use a range of elicitation techniques and relevant materials. The examples given are NOT models to be learnt.
Introductions
Examiner materials/gestures
[No materials needed in this section]
Examiner questions
Hello! Whats your name? How are you? How old are you? My birthdays in ... (insert month). Whens yours?
Is it Saturday today? What day is it? Do you have a question for me?
Introductions: Which language items are we testing? Please check the criteria listed on page 6. There is a sample below Communicative skills
Exchange greetings with the examiner Give very short, even single-word, answers to simple questions and requests for information
Numbers
Examiner materials/gestures
Examiner shows the number chart
1 6 11 16 2 7 12 17 3 8 13 18 4 9 14 19 5 10 15 20
Examiner questions
How old are you? Point to (students age).
Examiner points to a correct number Examiner points to an incorrect number Examiner points to another number
Numbers: Which language items are we testing? Please check the criteria listed on page 6.
10
11
Grade 2
Format
Total time: 6 minutes The examination consists of one assessed phase: Conversation with the examiner (up to 6 minutes).
Candidate performance
In performing the required task, the candidate is expected to demonstrate the following communicative skills and use the language items listed below. Communicative skills
Understand short, simple questions, requests and statements Respond with appropriate actions and positive and negative short form answers Contribute to the conversation using memorised phrases and short statements Use a basic range of words and simple phrases related to personal details and situations Ask for very basic personal information, e.g. about possessions
Functions
Indicating the position of people and objects Describing people, animals, objects and places very simply Stating simple facts Informing about possessions Asking very simple questions about personal details
Lexis
The candidate is expected to demonstrate the ability to understand and use the vocabulary related to Rooms in the home Household objects Family and friends Pets Possessions Days of the week and months of the year
12
Cardinal numbers up to 50
Phonology
The correct pronunciation of items associated with the lexical areas listed above The appropriate stress for short form answers, e.g. Yes, I do Contractions, e.g. Ive, Im, hes
Grade 2 communicative skills and functions have been mapped to A1 in the CEFR.
13
Warning
The suggestions given in this document are only examples of some of the many ways of practising for the real exam, as examiners will use a range of methods and questions for eliciting the required language of Grade 2. Therefore, teachers who want to practise a real Grade 2 exam should use a range of elicitation techniques and relevant materials. The examples given are NOT models to be learnt.
Prepositions
Examiner materials/gestures
Using ashcards
Examiner questions
Look at this cat. Where is it?
Prepositions: Which language items are we testing? Please check the criteria listed on page 12. Communicative skills
Understand short simple questions, request and statements Respond with appropriate actions and positive and negative short form answers Contribute to the conversation using memorised phrases and short statements Use a basic range of words and simple phrases related to personal details and solutions
Functions
Stating simple facts
Grammar
a) Understand Present simple tense questions Question words who, when Present simple tense Question words, e.g. where, what
15
Home/Rooms
Examiner materials/gestures Examiner questions
Where do you live? Do you live in a house or a at? Does the student know the difference between room/living room/bedroom? Describe your house/at. How many rooms are there? Do you have a computer? Where is it? Is it yours? The examiner shows a picture of a house Look at this house. Whats in the kitchen? with rooms, furniture, etc. There are some owers. Where are they? Do you have a question for me?
Home/Rooms: Which language items are we testing? Please check the criteria listed on page 12.
16
Present continuous
Examiner materials/gestures
Using ashcards Examiner points to a mixture of correct and incorrect pictures, asking
Examiner questions
Look at these pictures Is he .....ing? Is she .....ing? Are they .....ing?
Present continuous: Which language items are we testing? Please check the criteria listed on page 12.
17
18
19
Grade 3
Format
Total time: 7 minutes The examination consists of one assessed phase: Conversation with the examiner (up to 7 minutes).
Candidate performance
In performing the required task, the candidate is expected to demonstrate the following communicative skills and use the language items listed below. Communicative skills
Show understanding by responding appropriately to simple questions and requests Use basic sentence patterns with memorised phrases to communicate limited information related to simple everyday situations Exchange basic personal information and descriptions of everyday life and activities Link groups of words in a very simple way (using and, and then)
Functions
Describing daily routines, events and weather Telling the time and giving dates Expressing ability and inability Giving very simple directions and locations Describing current activities of real people or those in pictures Describing states in the past
Language production
The candidate is expected to demonstrate the ability to understand and use the items listed below, in addition to the items listed for the previous grades. Grammar
Present continuous tense Can and cant Prepositions of movement from, to, up, down, along, across Prepositions of time on, in, at Prepositions of place near, in front of, behind, opposite Past tense of verb to be Ordinal numbers up to 31st (for dates) Link words and, and then
Lexis
Jobs Places in the local area Place of study Home life Weather Free time Times and dates
20
Phonology
The correct pronunciation of the items associated with the lexical areas listed above The use of contractions where appropriate Basic stress and intonation patterns for words and short sentences
Grade 3 communicative skills and functions have been mapped to A2.1 in the CEFR.
21
Warning
The suggestions given in this document are only examples of some of the many ways of practising for the real exam, as examiners will use a range of methods and questions for eliciting the required language of Grade 3. Therefore, teachers who want to practise a real Grade 3 exam should use a range of elicitation techniques and relevant materials. The examples given are NOT models to be learnt.
Jobs/Family jobs
Examiner materials/gestures
Examiner shows the student pictures of different jobs
Examiner questions
Tell me about your family. What are their jobs? Look at these pictures. What jobs can you see?
Whats her job? And his? Do you have a question for me? Jobs/Family jobs: Which language items are we testing? Please check the criteria listed on page 20. Communicative skills
Show understanding by responding appropriately to simple questions and requests Use basic sentence patterns with memorised phrases to communicate limited information related to simple everyday situations Exchange basic personal information and descriptions of everyday life and activities Link groups of words in a very simple way (using and, and then)
Functions
Describing daily routines, events and weather Expressing ability and inability
Grammar
Can and cant Prepositions of movement from, to, up, down, along, across Link words and, and then
Lexis
Jobs
23
24
photos: above top Speak! Learning Centre; above bottom Sylva Nay; opposite Sylva Nay
Time, Daily routines, Place of study, Free time: Which language items are we testing? Please check the criteria listed on page 20.
25
Free time, Present continuous, Can/cant: Which language items are we testing? Please check the criteria listed on page 20.
26
27
Format
The examination at each grade consists of the following: greetings and setting at ease conversation end of conversation and leave-taking.
Procedure
In all grades, the examiner begins by greeting the candidate and trying to set him or her at ease. The conversation is then initiated by the examiner and gives the candidate the opportunity to demonstrate through both speech and actions the range of language required at this stage. During the examination, the candidate is required to display understanding through gesture and simple actions, such as moving around the room or pointing to specic objects, and by giving short responses. The examiner asks questions using the grammatical structures listed for the grade and expects the candidate to answer using the language indicated for the grade (and for the previous grades where applicable). Examiners select their own materials appropriate to the age and maturity of the candidate. These could include everyday objects and pictures which can be used to engage the candidates interest, elicit the language of the grade and encourage the conversation to develop. The examiner may also refer to the immediate surroundings of the examination room or centre. At all grades, the examiner brings the conversation to an end by thanking the candidate and saying goodbye. The candidate is expected to say goodbye.
Assessment
At each grade, the examiner assesses the candidates performance by selecting one of four levels of performance and awards a letter grade A, B, C or D. These levels can be classied as follows: A Distinction B Merit C Pass D Fail Examiners indicate key areas which are in need of improvement by using the appropriate tick boxes provided on the Report form.
Guidance
At this stage, questions and answers play a major part in the conversation, but the examiner aims to enable the candidate to participate in a genuine and interesting two-way exchange within the linguistic limits set by the syllabus. The examiner will speak slowly and clearly throughout and will allow the candidate time to process what is heard and formulate a response. The examiner will provide support in the form of repetition and re-phrasing. Candidates should be able to ask for repetition of anything they have not heard clearly or understood. Memorised phrases such as Can you repeat that, please? or simply Sorry? or Pardon are ideal for this purpose. However, overuse of such phrases will be taken as an indication that the candidate is having persistent difculty understanding the examiner and this will affect the assessment of the task fullment. At each grade, the candidate is expected to perform the language functions and use the language items listed for the grade. Those responsible for preparing candidates for the examinations should ensure that candidates are completely familiar with the items listed, can understand their meaning and can use them accurately and appropriately. At Grade 1, candidates are expected to answer the examiners questions with very short, mostly one or two word responses as well as with gestures and actions. At Grade 2, the question Whats your brothers name? could be answered in a number of ways. Full sentence responses to questions of this kind, e.g. His names Bruno are acceptable but not compulsory. Bruno is a perfectly good response too. However, at Grade 2, candidates are expected to be able to provide simple descriptions of people and objects and so must be able to construct full sentences such as My brothers tall. Hes got black hair. At Grade 3, candidates are required to link groups of words with the simple connectors, producing such statements as My brothers tall and hes got black hair. Full details on all Trinitys ESOL examinations can be found in the latest edition of our syllabuses or on our website www.trinitycollege.co.uk/esol
Notes
Notes
This booklet provides teachers with a comprehensive breakdown of the requirements and some preparation techniques for Trinity Graded Examinations in Spoken English (GESE) Grades 13. www.trinitycollege.co.uk/esol