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UNITS 1–5 AND UNITS 6–10 REVIEW SPEAKING AND WRITING TESTS
The Units 1–5 and the Units 6–10 Review Speaking and Writing Tests provide additional
cumulative assessment of the Speaking and Writing skills. Each test contains several topics
for students to choose from. The topics are designed to encourage students to use the
language taught in the corresponding five units. Each Review Test contains two items.
TIMING
Each Unit General Test is designed to take approximately 25 to 30 minutes to administer. The
Units 1–5 and Units 6–10 Review General Tests and the Final Exam General Test require
approximately 50 minutes. Teachers may allow more or less time for any given test, depending
on the needs of their students, without affecting the validity of the test. All Speaking and
Writing Tests are designed to be conducted at a separate time. Make sure students have
ample time to choose their topics and prepare before they speak or write.
1 2 3 4
Quality of Can participate in Can adequately Can comfortably take Can confidently
Interaction most of the task maintain and develop the lead in the task express ideas and
and exchanges the task interaction exchanges and is opinions with preci-
appropriate to it. Can and show coherence sensitive to turn-tak- sion and present and
sometimes initiate on extended contri- ing. Can expand co- respond to complex
interaction and butions including on herently and appro- lines of argument
offer some extended some abstract topics. priately on points and convincingly. Can
contributions. Can Can respond flexibly clearly express and help develop discus-
sometimes reformu- and reformulate re- invite points of view, sions by consistently
late responses and/ sponse if necessary. although not always following up on
or ask for clarification fluently on unfamiliar statements and in-
when necessary. topics. Can refor- ferences. Can select
mulate responses language appropriate
with ease and check to the context and
understanding. audience and para-
phrase where neces-
sary. Rarely needs to
ask for clarification.
Complexity Can connect simple Can communicate Can maintain and Can present clearly
clauses and sen- using longer stretch- develop extended focused information
tences although es of connected responses using and points of view
pausing and repair clauses and func- appropriate language using extended
can interrupt the flow tional language (e.g., to express evalua- stretches of lan-
of longer responses. cause and effect, tion, support ideas guage. Can talk
Can maintain a de- compare, contrast). and give relevant about a variety of
scription or narrative May need to pause examples. Can use topics and effec-
using linking words or repair when han- cohesive devices to tively connect ideas
and devices. Gener- dling more complex connect arguments and arguments with
ally intelligible and matters. Uses stress though this may complex language.
can use basic stress and intonation to break down at times Occasional hesitation
and intonation to support meaning. or need reformulat- when searching for
support meaning. ing. Uses stress and expressions. Uses
intonation effectively stress and intonation
to convey meaning to convey meaning
and hesitations are effectively.
only minor.
0/1 2 3 4
Accuracy Has a limited range Generally uses an Communicates with Communicates with
of words, basic appropriate range good degree of accuracy on most
structures and of words, structures accuracy in familiar topics and in most
phrases related to and phrases for formats. Generally contexts.
personal details or familiar and everyday uses vocabulary
Uses a good range
very familiar routine forms of writing. appropriate to
of vocabulary,
topics. Vocabulary Can produce a basic the topic. Makes
collocations and
is limited to basic range of functional few mistakes in
functions and can
needs and may language in simple punctuation of less
express ideas and
be repetitive. May form. Vocabulary is familiar formats and
opinions on some
have limited control usually appropriate in spelling of less
abstract and cultural
of grammatical to topic. Makes familiar words.
topics.
structures. Makes some mistakes in
frequent mistakes in punctuation of less May make errors in
punctuation of less familiar formats and very unfamiliar or
familiar formats and in spelling of less abstract topics but
in spelling of less familiar words. these do not prevent
familiar words. understanding.
Makes very
few mistakes in
punctuation and
with only less
familiar formats and
in spelling of less
familiar words.
Clarity Can write a short, Can write short, Has a good Can write with
basic message but simple notes and understanding of clarity on most
may not always use messages relating to standard features of topics. Ideas are
appropriate openings matters in areas of texts when dealing well organized, and
and closings; may immediate need. Can with familiar topics presented in a clear
lack logical ordering. write a very simple or contexts for an and logical manner.
Can complete informal, personal article, review or Utilizes transitions
forms with basic email/letter with informal letter/email. appropriately. Details
personal details generally appropriate Ideas are presented and supporting
and write basic opening and closing. in generally material are used as
lists, with frequent Can connect organized and clear necessary to clarify
misspellings. simple clauses and manner. and illustrate ideas.
sentences. Has very
Can use cohesive
limited understanding
devices to connect
of features of text.
arguments across
paragraphs though
this may be awkward
in places.
(continued)
0/1 2 3 4
Complexity Writing shows very Uses a somewhat Uses a range of Uses a good variety
limited variety of appropriate range words, structures and of vocabulary,
sentence structure. of words, structures simple collocations. sentence structures,
Short sentences are and phrases for Can use functional and functions, and
often disconnected, familiar and everyday language to deal can express ideas
but sometimes can forms of writing. with less familiar and opinions on
connect simple Can produce a basic but everyday topics some abstract and
clauses and range of simple, e.g. complaining, cultural topics.
sentences. Has very functional language. refusing, etc. but can
Can paraphrase to
limited range of only produce a very
avoid repetition. Has
words and phrases, limited range of more
a good range of
primarily related to complex language.
discourse devices
personal details.
but lexical gaps
can still cause
circumlocution.