auxiliary unit for certificate iii

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Certificate III Auxiliary Unit Welcome to the PRINT VERSION of this Auxiliary Unit! The Certificate III in TESOL is recognised within the AQF (Australian Quality Framework). It focuses on competency-based training. Therefore, we are required to assess students’ competencies in all areas of the course including the readings from the manual. The following assessment tasks are provided so students of our Certificates III and/or IV can demonstrate their competence across the range of units. These competencies are not able to be assessed during the in-class component. The first section concerns Equity and Occupational Health and Safety issues. These are areas of great importance to those who may teach in Australia or other English speaking countries - in other countries these areas may not be so legislatively applied so we need to consider how to apply these principles in these various cultures. This unit is concluded with submitted written work, not an online exam. The submitted written work is undertaken by you downloading a provided MS Word document, completing the tasks within it and then emailing it to Teach International for marking. At that point, if you have completed the tasks competently, it will be passed and signed off on your student record. The second section practically expands on some topics covered in the in-class component and in your Teach International TESOL Manual and we ask you to reflect on your learning, so far. Let’s get started!

This document was updated by the Academic Manager on September, 2010.

Cert III Auxiliary Unit

www.teachinternational.com © Teach International PTY Ltd. 2010

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Table of contents

Section 1 ...................................................................................................................................... 3 Part 1 – Health and Safety issues for travelling and living overseas ..................................... 3

1.1 Health issues in relation to overseas travel ..................................................................................................... 3 1.2 Safety issues in relation to overseas travel ..................................................................................................... 4

Part 2 – Equity principles and requirements for Australian work practices .......................... 7 2.1 Groups for which equity principles and requirements operate in Australia ................................................ 7 2.2 Types of discrimination ...................................................................................................................................... 8 2.3 Principles and requirements for work practices in respect to each of these groups ................................. 9

Part 3 – Transposing Australian Equity and Health and Safety principles to situations overseas. .................................................................................................................................... 14

3.1 Responses to some possible equity issues while teaching overseas ........................................................ 14 3.2 Responses to some possible health and safety issues while teaching overseas ..................................... 15 Bibliography/References:....................................................................................................................................... 17

Section 2 .................................................................................................................................... 18

TICU9: Use the Internet for TESOL ………………………………………………………………….18 TICU11: Use Assessment Strategies …………………………………………………………….…19 Placement tests ………………………………………………………………………………………………… ……..… 19 A spoken component of a placement test …………………………………………………...………………………. 22 Assessments during the course of study ……………………………………………………………………………. 24 Another example of an assessment during the course of study ……………………………………………….…26 Teacher-Student interviews ………………………………………………………………………………………….…. 29 Assessing speaking ……………………………………………………………………………………………………… 30 Assessing writing ……………………………………………………………………………………………………….... 31 Assessment and class levelling ……………………………………………………………………………………….. 32

TICU12: Teach Writing and Spelling Strategies ………………………………………………..…34 TICU13: Teach Reading and Vocabulary Strategies …………………………………………..…37 TICU17: Practice Teaching in an ESL Environment …………………………………………..…40 Appendix: ESOL Class Levels and Practice Teaching ……………………………………....…41



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Section 1 TICU21 – Incorporate Equity and Health and Safety Principles in Work Practices

Part 1 – Health and Safety issues for travelling and living overseas

1.1 Health issues in relation to overseas travel

Do you remember the trainers in your in-class course discussing the health and safety issues for travelling overseas? What were some of the major points made on health? Have a look in your in-class manual (Appendix 2) and refresh your memory by considering these questions:

What’s the difference between health insurance and travel insurance? What are three things you might include in a medical first aid kit for travel overseas? How can you find out which vaccinations you need for your travels? What do you need to consider when taking prescription medication overseas? What are the four (or five!) stages of culture shock?

The following websites have relevant health information and are useful for your pre-departure planning and whilst you are living in another country.

www.iamat.org (International Association for Medical Assistance to Travellers) www.who.int www.tripprep.com www.traveldoctor.com.au/ www.travelvax.com.au www.who.int/ith (World Health Organisation) www.hic.gov.au http://edweb.sdsu.edu/people/CGuanipa/cultshok.htm (A simple and concise article on Culture Shock)

Assessment Task 1.1 Health www.iamat.org www.who.int www.tripprep.com Assessment Task 1.1 Health: Have a look at the above websites and look for relevant health information that is useful for your pre-departure planning and whilst you are living in another country. Write three important tips relating to health issues for travelling and living overseas. Note: Please type your answer in the MS Word document that is provided, via download.

http://www.iamat.org/

http://www.who.int/

http://www.tripprep.com/

http://www.traveldoctor.com.au/

http://www.travelvax.com.au/

http://www.who.int/ith

http://www.hic.gov.au/

http://edweb.sdsu.edu/people/CGuanipa/cultshok.htm

http://www.iamat.org/

http://www.who.int/

http://www.tripprep.com/



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1.2 Safety issues in relation to overseas travel

Think back again to your in-class course, and any discussion of safety issues in regards to travelling overseas. Which issues arose? How can you maximise your safety while travelling?

Have you or has someone you know ever felt unsafe whilst travelling overseas? How could the situation have been avoided? The following websites have relevant safety information and are useful for your pre-departure planning and whilst you are living in another country.

www.smartraveller.gov.au (For Australians) www.safetravel.govt.nz/ (For New Zealanders) www.mfat.govt.nz (For New Zealanders) www.fco.gov.uk (For British)

Assessment Task 1.2 Safety www.smartraveller.gov.au/ (For Australians) www.safetravel.govt.nz/ (For New Zealanders)

Assessment Task 1.2 Safety: Have a look at the above websites and look for relevant safety information that is useful for your pre-departure planning and whilst you are living in another country. Write three important tips relating to safety issues for travelling and living overseas. Note: Please type your answer in the MS Word document that is provided, via download.

http://www.smartraveller.gov.au/

http://www.safetravel.govt.nz/

http://www.mfat.govt.nz/

http://www.fco.gov.uk/

http://www.smartraveller.gov.au/

http://www.safetravel.govt.nz/



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The following multi-choice questions are answered on-line as you work through the units. If you are working off-line we suggest you keep a record of your answers, so you can submit them when you work throiugh the online material. Choose the best response:

1. Which is the best source of up-to-date and detailed information on required and recommended vaccinations?

a) Your GP b) A travel doctor/clinic c) The embassy or consulate of the country you’re travelling to d) The Lonely Planet website

2. The length of each stage of culture shock

a) can differ depending on your support network or lack thereof b) can differ from person to person c) can differ depending on the culture you are in d) all of the above

3. Regarding taking prescription medication overseas, the most conclusive information can be found on the website of

a) www.iamat.org b) www.medicare.gov.au/yourhealth c) www.traveldoctor.com d) www.mpo.gov.au e) www.PBSmedication.com

4. Cost, degree of cover, length of policy, and ease of policy renewal might all be factors to consider when purchasing

a) travel insurance b) a vaccination card c) a water filter d) prescription medication

5. The safest way to take several months’ worth of prescription medication overseas is to

a) carry it with you in hand luggage b) put it in your check-in luggage but inform customs and check-in staff c) have it sealed in a ziplock bag before arrival at the airport d) get the medication from a chemist at the airport before you board

6. The organisation which provides members with a free list of English-speaking, western-trained doctors worldwide is

a) WHO b) IAMAT c) HIC d) Tripprep e) Lonely Planet

7. Particularly if you’re travelling to a rural area or unusual country, it’s a good idea to formally register your presence in the region before you go with:



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a) your employer-to-be, via the post b) DFAT, through their website c) the local police, via the embassy or consulate of that country d) your friends and family e) WHO, through their website

8. The following website offers free automatically generated e-warnings about changes in security levels in any country worldwide:

a) www.dimia.gov.au b) www.teachinternational.com c) www.dfat.gov.au d) www.english-to-go.com e) www.tripprep.com

9. To increase your safety whilst travelling, a) don’t flaunt your camera or the fact that you’re a tourist b) look confident; if you need to look at a map, choose a safe area c) research any local danger areas before you go, and avoid them d) all of the above

10. Two men in uniform claiming to be police stop you in the street (somewhere in Asia, say) and ask to see your passport. What should you do?

a) Show it to them but not let them take it b) Keep walking, confidently and at a good pace c) Offer to accompany them to the local police station d) Give them the passport after you’ve seen some identification



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Part 2 – Equity principles and requirements for Australian work practices

2.1 Groups for which equity principles and requirements operate in Australia

What is equity? Simply put, equity means providing approaches which cater for the diverse needs of all clients. In a training environment such as English teaching, equity ensures that participation is accessible to everyone – all people and cultures – on an equitable basis. In short: inclusive training, not exclusive! Strategies which ensure equity include:

providing a supportive and flexible learning environment developing and incorporating resouces and materials suitable for a variety of clients adapting assessment tasks and delivery means to meet clients’ needs

Access is also an important factor within equity. All access issues are also issues of equity. Access means providing all people with the option to enter training in the first place – of course taking into consideration the entry requirements (which must be reasonable). Within the ESL industry, improving access might mean:

improving distribution of information about the training, encouraging all different types of learners providing means of access to classrooms for people with a physical disability ensuring that selection criteria do not unfairly discriminate against learners

Assessment Task 2.1 Assessment Task 2.1 From the startegies and factors above, write an example of situation where one of these things could be applied and describe a possible application. Note: Please type your answer in the MS Word document that is provided, via download.

What groups are affected by equity issues? There are many! Any minority group may have specific needs to ensure fair access and strategies within education and training. Some of these are: - indigenous peoples - people from a low socio-economic status - people with a disability - people with low literacy and numeracy skills - women, where they are under-represented - mature-aged people - people from culturally and linguistically diverse backgrounds - people from rural and remote regions - offenders and ex-offenders

(Source: ‘Working with diversity-A guide to Equity and the AQTF’ ANTA 2004)



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2.2 Types of discrimination What is discrimination? “Discrimination occurs when a person, or a group of people, are treated less favourably than another person or group because of age, race, colour, national or ethnic origin; sex, pregnancy or marital status; disability; religion; sexual preference; or some other central characteristic.” (Source: Human Rights and Equal Opportunity Commission: http://www.hreoc.gov.au/)

Think of your own workplaces or places of study. What anti-discrimination processes are in place? If you aren’t sure, see if you can find out – ask someone, or do some research. Have you ever been witness to any discrimination, at work, university, or school?

There are two different forms of discrimination: direct and indirect.

Direct discrimination:

Some examples of direct discrimination are when a person with a disability is:

deprived of entry to training even though they have met all the selection criteria asked questions about their disability and that information is used to deny them access to services, for example excursions, a student common room or computer station requested to pay higher fees than other learners unable to access a training venue because of their disability and no other suitable option is made.

The basis of discrimination may be not disability, but any of the factors listed above under “Discrimination”, such as age, race, or gender.

Indirect discrimination: Indirect discrimination takes place when a condition or requirement is imposed which may appear the same for everyone, but which in fact unfairly excludes or disadvantages a person or group of people, and is unreasonable in the circumstances. (Source: ‘Working with Diversity – A Guide to Equity and the AQTF’, ANTA, 2004)

A few examples of indirect discrimination might be when a training company:

enforces a time limit on assessment, where the person with a disability has a slower working rate and the performance criteria do not specify time limitations expects all learners to complete a written assessment when writing is not a specified requirement, thus disadvantaging those people who cannot write because of their disability.

Assessment Task 2.2 Assessment Task 2.2 In a short paragraph, what is the difference between direct and indirect discrimination? By direct, we mean openly stated discrimination and by indirect we mean discrimination that is not clearly stated. Give your own example of each in one sentence. Note: Please type your answer in the MS Word document that is provided, via download.

http://www.hreoc.gov.au/



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Anti-discrimination legislation

There are various laws with which Australian companies providing training must comply. These relate to age, disability, race, and sex discrimination, as well as human rights and equal opportunity. There is also legislation which applies within each state and territory. Have a browse through the following site and find out more: http://www.hreoc.gov.au

2.3 Principles and requirements for work practices in respect to each of these groups

How can we apply equity principles with our learners?

By implementing measures so that all types of people can participate, learners have the chance to reach their learning goals, make informed choices and receive responsive and suitable products and services.

In simple terms, the end-point for all learners is the same but the means of achieving this may be different. For example, some learners may be able to gain recognition of qualifications/competencies through a Recognition of Prior Learning (RPL) process; others may finish their training before being assessed; and some learners may need more time than others to complete tasks because of family, work or other responsibilities; or because they are returning to learning after a long absence from education.

Companies which teach or train people can improve equity by being flexible and responsive to learners’ needs, and by avoiding a 'one size fits all' solution to training and assessment.

Requirements for disability groups

In Australia, it is illegal (due to the Commonwealth Disability Discrimination Act) for an employer, or a training or service provider to discriminate against someone with a disability.

It is also illegal to ask questions about a person's disability in order to discriminate against them, and for an employer to allow harassment of a person with a disability in relation to their work, for example by allowing inappropriate comments or jokes about their disability.

Assessment Task 2.3 Assessment Task 2.3 What are the five different Commonwealth Anti-Discrimination Acts in Australia? Check www.hreoc.gov.au/info_for_employers/index.html for more information. Note: Please type your answer in the MS Word document that is provided, via download.


http://www.hreoc.gov.au/info_for_employers/index.html



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Reasonable adjustment

The Disability Discrimination Act uses the principle of ‘reasonable adjustment’ to enable equity of treatment for people with disabilities. This principle aims to ensure that learning and assessment strategies are accessible, appropriate and adjusted to meet individual needs.

Where practical, 'reasonable' adjustments must be made to meet the individual needs of a person with a disability. For example:

providing interpreters or translation of entry requirements into a course of study providing scribes for those unable to write or use a keyboard providing ramps for wheelchair access

Assessment Task 2.4 Assessment Task 2.4 Consider how a company providing training might accommodate one of the following:

a. a person unable to climb stairs b. a person unable to walk any distance (e.g. from street parking) c. a person unable to use a keyboard d. a person with a sight impairment

Note: Please type your answer in the MS Word document that is provided, via download.

Adjustments are considered reasonable if they do not impose an unjustifiable hardship upon an employer. In determining whether an adjustment would impose unjustifiable hardship, the following factors are taken into account:

the nature of the benefit or detriment to be experienced by the person for whom the adjustment is to be made financial circumstances and the estimated amount of expenditure required to be made by the organisation potentially making the adjustment.

Requirements for Indigenous Groups

The work practices in regards to indigenous groups should be carefully considered by training organisations. Wherever possible, employers and companies providing training should:

take indigenous learning styles into account have an understanding of the culture and diversity of indigenous communities develop closer links between training and subsequent employment aim to inform indigenous groups of the training, and encourage participation provide training that addresses the environment in which indigenous graduates will be working encourage feedback from indigenous peoples about the training, and act upon it

These recommendations are also important to consider when teaching indigenous or minority cultures in other countries; this will be discussed more in the next unit.



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Flexible delivery

Flexible delivery is one way to make training more accessible and culturally appropriate. Indigenous learners, or learners with a disability, might need flexible delivery of training for reasons including:

cultural and family responsibilities health conditions rural and remote environments socio-economic factors.

Flexible delivery does not necessarily mean that the learning activities will be undertaken exclusively off-campus, online or in a self-paced mode; it should focus on learner-centred delivery arrangements. This could include:

flexibility in design and presentation of training flexibility of timing and venues to fit in with the lifestyles and responsibilities of learners flexibility in assessment methods.

Training can be designed and presented to provide delivery options that suit particular learning groups and the individuals within it. Flexibility of access means that issues such as caring for children, cultural responsibilities, transport, family responsibilities and an inclusive learning environment are addressed through appropriate times and venues for training. Flexibility of assessment includes methods of assessing learners that fit with their particular needs.

Assessment Task 2.5 Assessment Task 2.5 Choose one of the following groups and suggest one adjustment you could make in your school to accommodate their needs.

a. Indigenous people b. People with disabilities




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Principles and requirements for all groups

When working with disability groups, indigenous people, women and other such groups, it is important that employers take into account steps to prevent discrimination and harassment and how to deal with complaints of discrimination and harassment. The following is a valuable checklist to consider:

Source: http://www.humanrights.gov.au/info_for_employers/employer_respons/index.html [Accessed: July 2005]

http://www.humanrights.gov.au/info_for_employers/employer_respons/index.html



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The following multi-choice questions are answered on-line as you work through the units. If you are working off-line we suggest you keep a record of your answers, so you can submit them when you work throiugh the online material. Choose the best response:

1. The groups for which equity principles and requirements operate in Australia include:

a) People with disabilities b) Women c) Aboriginal and Torres Strait Islanders d) All of the above

2. Which of the following is an example of an equity issue?

a) providing lift access to a second-floor classroom b) accommodating the cultural needs of indigenous learners c) providing large-print resources for sight-impaired learners d) implementing a video conferencing system for remote learners e) all of the above

3. Which of the following is an example of an access issue?

a) providing lift access to a second-floor classroom b) accommodating the cultural needs of indigenous learners c) providing large-print resources for sight impaired learners d) implementing a video conferencing system for remote learners e) all of the above



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Part 3 – Transposing Australian Equity and Health and Safety principles to situations overseas.

3.1 Responses to some possible equity issues while teaching overseas

Consider the principle of reasonable adjustment whilst working in another culture. There may not be legislation enforcing equity, health or safety in the country that you choose to teach in overseas, and there might be cultural expectations which limit acceptance of you initiating any changes you feel are necessary within the school. There are three main concepts to take into account: the concepts of saving face and hierarchy are imperative in many cultures throughout the world; also, the depth of family involvement in the decision-making process cannot be underestimated. It is for these reasons that you need to be considerate if you want to make suggestions for changes to your school’s management.

Assessment Task 3.1 Assessment Task 3.1 When considering how Australian Equity and Health and Safety principles may apply to an overseas school context, we need to make our own reasonable adjustments. Taking into account the three concepts of saving face, hierarchy and depth of family involvement which may exist and bearing in mind that there is no exactly right or wrong answer: Task: Choose one of the following scenarios and suggest what you might do to improve the situation:

a. If one male student in the classroom is coercing the other students to pray five times a day, when in the local culture the norm does not to require it. You are wondering whether this is okay or not. b. Students start arguing in the class in their own language about what seems to be religious or political differences. c. In your children's class you cannot control the children and the local helper just sits and watches rather than helping to control them. d. A student clearly has poor sight. You know you just cannot tell the student to go and get glasses because, on observation, you can see the family is poor, such as in many situations where family money is already being used to pay the students fees. e. You classroom is crammed with students and you are wondering about the danger should there be a fire. You are also annoyed because you are having to squeeze around the chairs to facilitate activities.




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3.2 Responses to some possible health and safety issues while teaching overseas

All groups listed under 2.1 above in relation to possible discrimination are also groups which may face discrimination in any country worldwide, not just Australia. There may be others, depending on the culture and traditions of that people. Possible equity issues while teaching overseas may include, but not be limited to:

Workplace harassment Sexual harassment Religious discrimination Gender discrimination Race discrimination Age discrimination Human Rights

Assessment Task 3.2 Assessment Task 3.2 After a year at your school, your employer has asked you to be involved in some way in the recruitment of new ESOL teachers at your school. In a short paragraph, explain an equity issue you could take into account in the selection and recruitment process. For example, sometimes people can make pre-judgements on people’s names. These days many people have ‘non-Western’ sounding names, when they could well be native English speakers. This is a consideration which should be taken into account when selecting resumes of potential staff. There are other considerations.


Like prinicples of equity and anti-discrimination, health and safety practices in a foreign country might differ greatly from those you are used to. In many cases, common sense will tell you what action to take. Within your teaching role, the first step will be to alert your director of the problem, whether it be a faulty piece of playground equipment at your school or a loose wire poking out of the radiator! Possible health and safety issues while teaching overseas may include, among other things:

Hazardous Substances Noise Fire risk Security Manual Handling First Aid Plant Risk Management - Personal Protective Equipment - Training



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Evacuation Procedure

As a teacher, it is important to be aware of your place of employment’s evacuation procedure. Generally speaking, an evacuation procedure may be similar to the following:

Report problem immediately to office

↓ Continuous blasts of siren/bell ringing may indicate evacuation is required

↓

Evacuate to designated assembly area ↓

Designated staff ensure buildings are evacuated ↓

Staff members report to fire warden

↓

Await instructions to re-enter building from fire warden Your first responsibility is to ensure the safety of your students – use a fire extinguisher if it is safe to do so.

It is also worthwhile to have evacuation procedures clearly displayed in the classroom and it is important that students are aware of procedures. Fire drills are important so everyone is aware of what to do.

Assessment Task 3.3 Assessment Task 3.3 How would you evacuate a class that you are teaching overseas if a fire broke out? (write a short paragraph)


First Aid

Whilst teaching overseas, you may need to administer First Aid, especially if your students are children. You might like to consider taking a First Aid certificate course before you go. The St John DRABCD Action Plan is a great tool to assist you in deciding what action to take. The steps are as follows:

D check for Danger to you to others to casualty

R check Response Is casualty conscious? Is casualty unconscious?



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A check Airway Is airway clear of objects? Is airway open?

B check for Breathing Is chest rising and falling? Can you hear or feel air from mouth or nose? If no breathing give two initial breaths.

C give CPR

If no signs of life--unconscious, not breathing and not moving, start CPR CPR involves giving 30 compressions at a rate of approximately 100 compressions per minute followed by 2 breaths Can you feel a pulse?

D apply a DEFIBRILLATOR (if available)

Follow voice prompts

Assessment Task 3.4 Assessment Task 3.4 You find a student lying motionless in the classroom. What action would you take? (write a short paragraph) Note: Please type your answer in the MS Word document that is provided, via download.

Bibliography/References:

‘Working with diversity-A guide to Equity and the AQTF’ ANTA 2004 Human Rights and Equal Opportunity Commission: http://www.hreoc.gov.au/ ST John DR ABCD Action Plan www.stjohnnsw.com.au/publications/Posters/post_drabcd.pdf

You are probably eager to submit your work, but there is one more part to go. The next section of this unit deals with some Units in your TESOL Manual. Continue to work on the SAME Word document “Aux Unit”. You will submit ALL of your work at the end of the unit. So let’s move on!


www.stjohnnsw.com.au/publications/Posters/post_drabcd.pdf



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Section 2 Assessed Readings (Teach International TESOL Manual) For the following assessment tasks, please continue to work on the same Word document as for Section 1. Once you have completed ALL sections, you will submit your file. Please DO NOT submit incomplete work; ONLY submit once you have finished everything. Make sure you respond to all questions under the appropriate section, in the boxes provided in the document.

TICU9: Use the Internet for TESOL The following assessment tasks ask you to visit various online websites. We want you to be familiar with the various resources, at this point, particularly for job seeking. This industry is a global phenomenon where schools often employ teachers from other countries. Consequently the Internet has developed as a key tool in this employment process.

Assessment Task 9.1 Assessment Task 9.1 Select a job website from the Teach International TESOL manual (Unit 18) or google “TESOL job” to find a site. Visit the site and find a job advertisement. Provide the URL for the website (see instructions above), and briefly describe the job found. Note: Please type your answer in the MS Word document that is provided, via download.

Assessment Task 9.2 Assessment Task 9.2 Visit the website for one of the Chain or Franchise schools. Here are a few examples: Shanes, English First, English Time, Berlitz, Dilko English, Oxford English Academy, Inlingua, Wonderland, Eurolingua, Cleverlearn, ILA. Briefly describe the site (one or two sentences) and copy and paste the URL for the site. Note: Please type your answer in the MS Word document that is provided, via download.

Assessment Task 9.3 Assessment Task 9.3 Visit http://www.onestopenglish.com. Go to Lesson Share>Lesson share archive> then drill down in the categories to download any particular lesson plan/Worksheet. Paste the URL and briefly describe the lesson. Note: Please type your answer in the MS Word document that is provided, via download.

Note: Have a look at the Teach International online discussion forum in areas related to employment. You can access the forum from the student centre. The forum login and password are the same as used to log into the student centre.

TICU10: Unit 10 is the grammar on-line course and is not included in this document.

http://www.onestopenglish.com/



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TICU11: Use Assessment Strategies In this section we will focus on the various ways that language assessment is undertaken. There is related material in unit 15 of the TESOL manual so do refer to that as well. We will look at placement tests, where students do a test when they start at a school in order to be placed into the correct class. There are also regular tests that schools typically undertake and associated activities like Teacher-Student interviews.

Placement tests

Many schools place students according to grammar, written and spoken tests done on their first day at the school. Based on the the teacher assessing the student decides which level of class to pu them in. Below are two examples of the completed grammar knowledge part of a placement tests. Imagine these have been done by two new students to your school.



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Notice the grading progression between sections A, B and C in the construction of the test – they are increasingly more difficult. Also notice that Student A does a lot better than Student B, who struggles with section C. This shows that Student A’s grammar knowledge is higher than Student B’s grammar knowledge.



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Assessment Task 11.1 Assessment Task 11.1 Many schools place students according to grammar, written and spoken tests done on their first day at the school. Above is an example where Student A does better on the Grammar Knowledge part of the test that Studnet B. Task: Below is the Grammar knowledge test results of another student – Student C. You will notice that they start to struggle at Section B of the test. Mark their results by putting RIGHT or WRONG in the right hand column.

A: Select the correct word Write RIGHT or WRONG below

1. What time do you get up?

2. What do you does with your friends on the weekend?

3. Oh, thank you very much. They’re beautiful. 4. What would you like to drink?

5. We’re travelling by plane to Brisbane.

RIGHT WRONG RIGHT

B: Select the correct word

6. Did you get much orders after your Sydney visit? 7. This person is not very punctual to meetings. 8. You will be try to learn a few words every day. 9. Pork, beef and lamb are all examples of meal. 10. When you are ready to pay, you ask for the receipt.

WRONG

C: Select the correct word

11. We’re attend a training course this week. 12. If we mail it today, you’ll get it tomorrow. 13. If sales increased by 20 percent, we can have the money to expand. 14. The problem is currently being circulated. 15. Her assistant called a few minutes ago. Apparently, she has had to go to the hospital.

WRONG


Note: For further reference on language levels see Unit 4 – LEVELS in your TESOL Manual and below the Appendix: ESOL Class Levels and Practice Teaching in the online and print version of this unit.



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A spoken component of a placement test The type of grammar multi-choice placement tests above is not, however, an accurate measurement of students’ abilities, as some students may be extremely confident in answering grammar questions on paper, but may well find it difficult to produce the same language verbally or in writing. Therefore, placement tests usually include a teacher-student interview to gauge the students’ speaking level and sometimes also a small writing task. The teacher who is running the placement test will usually make a final judgement call on which class to put the student in based on the overall results. Let’s look at a teacher-student interview. It will usually start with easy questions, progressing to more difficult ones so the teacher can find the point where the student starts to struggle.

Easy questions for a placement test More difficult questions for a placement test

1. What’s your name? 2. Where are you from? 3. Why are you studying English? 4. 5. 6.

7. Why is it important to study English? 8. What, according to you, has been the most problematic change in your country in recent years?

9. How do you see yourself in 10 years time? 10. 11. 12.

Assessment Task 11.2 Assessment Task 11.2 The written component of a placement test bellow can be extended. Add three more easy questions and three more difficult questions to the table below.

Easy questions for a placement test More difficult questions for a placement test

1. What’s your name? 2. Where are you from? 3. Why are you studying English? 4. 5. 6.

7. Why is it important to study English? 8. What, according to you, has been the most problematic change in your country in recent years?

9. How do you see yourself in 10 years time? 10. 11. 12. .




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For your interest: An example procedure for student placement and orientation:

Procedure:

The role of the orientation programme is to greet new students, give a brief talk about the school, to test them and show them around the school. The placement test consists of a five minute interview which in conjunction with their written test results is used to place the student in an appropriate class.

The students are then given a break whilst the welcome form is filled out. The welcome form tells the students their class details, teachers name and the book they need to buy.

After the break, the students are met again and given a tour of the school. They are shown their classroom and introduced to their teacher and classmates. Any further questions or problems are dealt with at this stage. The students then have a lunch break and begin class at its next session.

Assessment Task 11.3 Assessment Task 11.3 There are many different ways of assessing each of the macro skills (reading, writing, listening, speaking). Reading and listening (receptive skills) tests are usually structured in a similar way where the students read a text or listen to a recording and answer multi choice questions. Examples of testing: Reading – students are given a text to read and answer questions (e.g. multiple choice). Listening – students are given a conversation to listen to on CD and answer a variety of questions (e.g. true/false). Writing – students produce a piece of writing in a set time in class for a given purpose which is marked against set criteria (e.g. task achievement, range of vocabulary, grammar use). Speaking – the assessor observes two students having a conversation on a given topic which is marked against set criteria (e.g. fluency, range of vocabulary, grammar use). Task: List some examples for testing each of the skills, where the scene is set in a restaurant.

Reading – Listening – Writing – Speaking –




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Assessments during the course of study One common way of assessing language students during their course of study is to use the tests provided in course books. Most course books have test sections which come up at intervals. First, have a look at an example of one from the Look Ahead Intermediate course book.

Hopkins, A., & Potter J. (1995). Look Ahead Intermediate (p. 15). England: Longman.



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Naturally, a progress check test of Unit 1 will test what has been taught in the unit. Note: Bear in mind that the grammar areas covered on this one page represent what has been taught bit by bit over a longer period of time – so don’t be daunted by it.

Assessment Task 11.4 Assessment Task 11.4 Have a look at the sections in the progress test above and predict what you think will have been taught in Unit 1. The first two are done for you.

GRAMMAR AND FUNCTIONS

1. The chapter will have taught 'used to' + the infinitive and or present tense form, within the context of describing peoples' past habits.

2. The chapter will have taught the use of negative form of sentences using 'used to'

3.

4.

5.

VOCABULARY

6.


Note: Remember that if you do get asked to design assessments, what is tested must be taught beforehand. This may seem obvious, but it is a common fault of assessment design to make assessments on what has not been taught. Notice also that the above test is only testing vocabulary and grammar.



26

Another example of an assessment during the course of study

Have a look at another example of progress check test of chapters 1 – 4 from ‘Reward Upper-Intermediate’.



27



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Assessment Task 11.5 Assessment Task 11.5 Task: Have a look at the sections in the progress test and predict what you think will have been taught in units 1-4. The first one for each section have been done for you.

VOCABULARY

1. There will have been pronunciation work on individual words and this will have included working out how to pronounce words from dictionaries. Also there will have been work on parts of speech and how dictionaries show these, as in the case of ‘reward’ where it can be a noun and a verb and we can see it’s plural form, a present participle “rewarding” form, and the past form of the verb with –ed.

2.

3.

GRAMMAR

1. There will have been some work on the question form for a range of common questions.

2.

3.

4.

5.

SOUNDS

1. There will have been some pronunciation work which compared and practiced the two sounds for heard and saw.

2.

3.

SPEAKING AND WRITING

1. There will have been some reading work where students had to answer questions from a text – probably general as well as detailed questions.

2.

3.


Notice that the above test is testing vocabulary, grammar, pronunciation, and the productive skills of speaking and writing.



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Teacher-Student interviews Sometimes as part of an assessment system you will conduct teacher-student interviews. This is not the same as the speaking part of a placement test because in this case the teacher is not trying to test the students’ language level. Remember this is just part of an assessment system, being concerned more with the students’ experience. Teacher-Student interviews check: - if the student is happy. - if their learning could be helped in any way. - if they are happy with how the class is run. - if there are any trends where the teacher can improve. Teacher-Student interviews provide an opportunity for: - the teacher to receive reassurance or otherwise on how they are doing - a needs analysis. - the students to express any concerns or otherwise. - proactively addressing issues before they escalate. In the table below there are some example questions that can be asked at such an interview.

Lower level Higher level

Do you like your class? Is your English getting better? Do you want more Grammar? … speaking? … writing? … course book? … next 2 weeks? ….. …

How do you feel you have improved since the last interview? Was there anything you found difficult in the class this week? Which part of the lesson do you think you are best at? … favourite …? … this week? … to help with your learning? … you’re not happy about? … …

Assessment Task 11.6 Assessment Task 11.6 Expand the questions in the table below using the prompts provided and add any other questions you can think of.

Lower level Higher level

Do you like your class? Is your English getting better? Do you want more Grammar? … speaking? … writing? … course book? … next 2 weeks? ….. …

How do you feel you have improved since the last interview? Was there anything you found difficult in the class this week? Which part of the lesson do you think you are best at? … favourite …? … this week? … to help with your learning? … you’re not happy about? … …




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Assessing speaking

Speaking is more difficult to assess because it is a productive skill. The student has to produce language by talking and the teacher has to work out how competent they are at doing so. What an assessor/teacher needs is some kind of checklist of what they expect the student to do. Here is an example of a speaking skills assessment task with the assessors/teacher’s checklist/marking schedule. In this case a scoring system is provided and a space for comments. A copy of this may well be provided to students.

Student’s Speaking Assessment Task: Discuss weekend activities using the Simple Past tense. Note: 1 point is awarded for the achievement of each task.

Conversation suggestions:

What did you do at the weekend? What did you do on Saturday/Sunday? Did you…? Where did you go on …? What did you do before that? What did you do after that?

Pronunciation & Fluency

Individual sounds can be understood despite first language interference.

Is able to produce extended speech despite fragmentations or halting.

Grammar

Reasonable use of the simple past for common verbs e.g. went/saw/had

Some correct use of verb endings.

Vocabulary

Vocabulary sufficient to express basic information.

Uses connecting words.

Comprehension

Understands questions after some restating.

Understands ‘before and after’ questions after some restating.

Communicative Objective

They successfully talked about things they did.

They give real information from their own life.

Areas for improvement: Add the points above and tick one box <4 = Redo

language work 4 = C 5 = C+ 6 = B- 7 = B 8 = B+ 9 = A 10 = A+

The categories being checked for the above students’ speaking assessment task are: Pronunciation & Fluency, Grammar, Vocabulary, Comprehension, Communicative Objective.

Assessment Task 11.7 Assessment Task 11.7 When we assess speaking, categories that are checked include: Pronunciation & Fluency, Grammar, Vocabulary, Comprehension, Communicative Objective. Describe why each of these areas are important. The first one is done for you.

Why should we check for Pronunciation & Fluency when assessing a speaking task?

If a student’s pronunciation has too much interference from their first language it may be really difficult to understand them. Fluency is also about the smoothness of speaking so if this is really bad, it can be really hard to understand what someone is saying.

Why should we check Grammar when assessing a speaking task?

Why should we check Vocabulary when assessing a speaking task?

Why should we check Comprehension when assessing a speaking task?

Why should we check Communicative Objectives when assessing a speaking task?




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Note: It is unlikely that you will have to design assessments, but you will be asked to follow the assessment system of the school. Usually there is a system developed by the school and they will likely train you how to use it. Some schools will rely totally on the tests in the course books.

Assessing writing Writing, like speaking, is more difficult to assess because it is also a productive skill. The student has to write some text and the teacher has to work out how competent they are at doing so. As with assessing speaking, an assessor/teacher needs some kind of checklist/marking schedule of what they expect the student to do. Here is an example of a writing skills assessment task with the assessors/teacher’s checklist/marking schedule. In this case a scoring system is provided and a space for comments. A copy of this may well be provided to students.

Student’s Writing Assessment Task: Discuss weekend activities using the Present Simple tense.

Note: 1 point is awarded for the achievement of each task.

Write a paragraph on what you did last weekend. Talk about other people you did things with as well as what you did.

Grammar structure

Reasonable use of the Present Simple for common verbs e.g. is, does, goes

Use of articles and pronouns.

Use third person singular e.g. he works, she goes

Vocabulary

Use of nouns and place names.

Cohesion

A few basic linking words e.g. then, and, but, so, after

Areas for improvement:

Add the points above and tick one box <3 = Redo language work 3 = C 4 = B 5 = A

The categories being checked are: Grammar structure, Vocabulary, and Cohesion.

Assessment Task 11.8 Assessment Task 11.8 When we assess writing, categories that are checked include: Grammar structure, Vocabulary, and Cohesion. Describe why you think each of these areas are important when assessing speaking. The first one is done for you.

Why should we check Grammar structure when assessing a writing task?

If a student’s grammar is mixed up their meaning becomes unclear or the meaning is conveyed different from that intended and/or does not make sense in the context. Depending on the task and level particular grammar may be expected.

Why should we check Vocabulary when assessing a writing task?

Why should we check Cohesion when assessing a writing task?


Assessing the productive skills of speaking and writing can be difficult where teacher may differ slightly in their interpretation of the students’ competency. Having marking schedules as above does help. In some cases schools may practice as a training exercise assessing students on a video and comparing results.



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Assessment and class levelling

A difficulty arises when trying to connect an assessment programme to a school policy for putting a student up a class level.

A student may study and practice for an assessment but in reality not be able to perform in the variety of contexts that would be taught at any one level. In many schools a final decision to put a student up a class level is made by the teacher, but usually in discussion with the Director of Studies. The teacher is able to take into account the students’ attendance, participation in class and overall level. However, there is a degree of politics involved in students progressing to higher classes. Some schools have a policy that students go up a class every 12 weeks. In this case the students are happy – no one gets left behind. But, in these situations you might find all of the students in your intermediate level class are really pre-intermediate. This is manageable by providing extra help with vocabulary and lowering the demands on the competency level expected from the students during tasks. Don’t feel such an issue reduces the benefit of assessment. Students will mostly rise to the occasion and study harder than usual prior to an assessment. Assessment provides legitimate feedback to students and enhances their learning progression - regardless of the level up policy of the school. Tip: Another good idea for assessment, which is often optional, is to run an informal vocabulary test each week. In order to do this, allocate a section of the board for new vocabulary during each lesson and encourage students to write down this new vocabulary in their books at the end of each lesson. If they know you have a weekly class test they will study this vocabulary each week.

For your interest: An example procedure for running an assessment programme:

Assessments are held continuously over a twelve-week cycle. At the end of every six weeks, students are given a level test to assess whether that student should move up, down or stay at the same level. The following table summarizes your monthly assessment tasks:

Wk Day Suggested Action

1 Monday Choose an assessment sheet for the coming six weeks which is relevant for the level of your class and relevant to the material to be covered. Note: There is a choice of assessments for each level with no difference in the degree of difficulty.

Copy enough forms for the number of students in your class. Fill in the details at the top of the first page – Student Name, ID, Your name and

the class code (on your class roll) The Assessment forms should be kept in the class roll so they are accessible to

your co-teacher and the Assessment Supervisor.

2 Any Arrange a Student-Teacher Interview.

6. Monday Conduct the Writing Test as per the Assessment Form. Record the scores. Conduct the Speaking/Listening Test as per the Assessment form. Record the

scores.

Tuesday Conduct the Grammar Test. Record the scores.

Friday Record scores on assessment report. Complete the comments on the report form and make a recommendation for

student movement. Sign the form and hand to the Assessment Supervisor.

7. Monday Hand out reports and student movement forms.



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The Tests

Student – Teacher Interview It is encouraged that every two weeks students have a one-to-one interview with you. This helps students know how they are doing in class and it helps you to prepare better lessons. After the four week point, changes to a higher class may also be discussed during the interview. Responsibility for conducting Teacher-Student interviews will be shared between you and your co-teacher. In order to conduct these interviews within class time (yet with privacy) you may find it useful to interview students at times when they are working on set tasks. Some students may approach you sporadically because of their concern about something or with a request to change to a higher class. You should schedule a time for a Student-Teacher Interview to discuss these matters.

Writing The writing test should be set on Monday of Week 6. Each level has four different writing topics which are assessed differently. You should use an assessment that fits your teaching plan for each assessment month. If you would like to set a different writing topic and help increase the choice of assessments available please talk to the Assessment Supervisor.

Listening and Speaking The listening and speaking test should be set on Monday of Week 6. Each level has four different listening and speaking topics which are assessed differently. You should use an assessment that fits your teaching plan for each assessment month. If you would like to set a different listening and speaking topic and help increase the choice of assessments available please talk to the Assessment Supervisor.

Grammar Test On Tuesday of Week 6 you will administer a Grammar Test to all of your students. The tests will be standardized for the level of your class and will be prepared for you to copy. You can use these tests as consolidation by marking during class and revising material as you go. You can also decide to share the testing between yourself and your co-teacher. The score for this test must be recorded on this form.



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TICU12: Teach Writing and Spelling Strategies (Unit 13 in the Manual) Different types of writing will be relevant and useful to different types of students at different stages of their English study. For example, if you are teaching a study tour of beginner, early high school students, you could teach them how to write a short postcard to send home to their families to talk about what they’ve done on their holidays.

Assessment Task 12.1 Assessment Task 12.1 Choose three of the groups below and give at least one example for each of authentic writing you could assign. a) Business students, in-company b) English for Academic Purposes (EAP) students c) Intermediate teens d) Elementary adults e) Pre-intermediate 10-year olds.


Assessment Task 12.2 Assessment Task 12.2 Imagine you are teaching a group of students who are about to graduate from university in their country and are planning to continue studying or to get a job in an English speaking country. List two different types of writing you could teach them and why they would be useful for the students.




35

Assessment Task 12.3 Assessment Task 12.3 Provide the American spellings of these words. As most teaching resources are either British or American based, you will come across differences in spelling. The following is a list of words which are spelt in British English.

British English (BrE) American English (AmE)

colour

organise

travelling

centre

generalise

defence

metre

modelling


When teaching spelling it is important to 1) explain the rule 2) give examples of the rule in use and 3) highlight any ‘exceptions’. You can also assist the students by showing them mistakes which they can correct themselves, to practice self correction. Below is an example of what you could write on the board to illustrate the spelling rule:

RULE: a silent ‘e’ on the end of a word makes the vowel before it long

Examples: ‘hat’ – short ‘a’ becomes long to make ‘hate’. ‘bit’ – short ‘i’ becomes long to make ‘bite’. ‘quit’ – short ‘i’ becomes long to make ‘quite’. ‘dot’ – short ‘o’ becomes long to make ‘dote’. ‘cut’ – short ‘u’ becomes long to make ‘cute’. Exceptions that beak the rule: to make a long ‘e’ in ‘met’ – you do not add a silent ‘e’, rather double ‘e’ = meet to make a long ‘e’ in ‘bet’ – you do not add a silent ‘e’ rather add ‘a’ = ‘beat’



36

Assessment Task 12.4 Assessment Task 12.4 Fill in the spaces after the dot points () to show what you would put on the board

when teaching this spelling rule:

RULE: If a word ends in a consonant followed by ‘y’, change ‘y’ to ‘i’ and add ‘es’ to make the plural. Examples: ‘lolly’ becomes ‘lollies’

Exceptions: However, proper nouns (particularly those for people or places) ending in a y preceded by a consonant form their plurals regularly: Harry Harrys (as in There are three Harrys in our office) Words ending in a y preceded by a vowel form their plurals regularly (as in We have three days to go)




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TICU13: Teach Reading and Vocabulary Strategies (Unit 9 and 12 in the Manual) Different types of reading will be relevant and useful to different types of students at different stages of their English study. For example, if you are teaching a study tour of beginner, early high school students, you could get them practicing their reading by collecting timetables for various public transport options they can use on their holidays. Here are a range of types of students: a) Business students, in-company b) English for Academic Purposes (EAP) students c) Intermediate teens d) Elementary adults e) Pre-intermediate 10-year olds.

Assessment Task 13.1 Assessment Task 13.1 Choose three types of students from the list below and give at least one example of authentic reading you could use in class. a) Business students, in-company b) English for Academic Purposes (EAP) students c) Intermediate teens d) Elementary adults e) Pre-intermediate 10-year olds.


Assessment Task 13.2 Assessment Task 13.2 Give three (3) suggestions as to where you can source authentic reading texts for use in your classes.




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Assessment Task 13.3 Assessment Task 13.3 When teaching a reading text, we divide the lesson into 5 stages.

1. Previewing – e.g. look at the titles, subtitles, structure of the article 2. Predicting – e.g. guessing from clues what might be in a text 3. Skimming for gist – e.g. getting the main idea of the whole article 4. Scanning for detail – e.g. looking for specific information 5. Evaluating – e.g. opinion on the topic of the text

Task: Using the text below, create 2 questions to ask for point 3. Skimming for gist and two questions to ask for point 4. Scanning for detail.

Welcome to Laos

Welcome to Laos, one of the most fascinating countries in the world. The People's Democratic Republic of Laos, also known as Lao PDR is situated in the heart of French Indochina, landlocked between Thailand, Burma (Myanmar), China, Vietnam and Cambodia.

Laos is one of the poorest and least visited countries in the world. The Lao people are known for their gentle polite nature and for their charming hospitality. The capital Vientiane, is one of Asia's biggest villages, sitting on the banks of the Mekong river. To the north, the UNESCO World Heritage Site of the old Royal city of Luang Prabang is home to dozens of temples and a way of life that has changed little over the years. In the south the Angkor era temple of Wat Phu is one of the jewels of the Mekong.

(laos-travel.net, ETC. Asia Co. LTD, 2005)

Skimming for gist

1.

2.

Scanning for detail

1.

2.




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Assessment Task 13.4 Assessment Task 13.4 Unit 9 of the TESOL manual, and your in-class course has outlined many different activities you can do in the classroom to help your students to learn, practice and remember new vocabulary. For example, the game ‘backs to the board’ can be used to review vocabulary by splitting the class into two groups, writing one target word on the board, while two students sit facing away from the board. These students cannot see the word, so their teams need to explain the meaning of the word without saying it. The first person to say the word correctly wins a point for their team. This is just one way of teaching vocabulary. What are three (3) other ways (apart from the example given) an ESOL teacher could support students in learning new vocabulary inside or outside the classroom?


Assessment Task 13.5 Assessment Task 13.5 Read through the games and activities for strengthening vocabulary as in Unit 9 of the TESOL manual. Choose at least two that you might like to teach and explain why you think they are useful.


TICU14 and TICU15: These units are covered during the in-class component.



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TICU17: Practice Teaching in an ESL Environment In this section, you are asked to reflect on your learning so far.

Assessment Task 17.1 Assessment Task 17.1 Write a reflection (a good sized paragraph) on your peer teaching experience done on the Sunday morning of your in-class course, or if you have begun or finished your practice teaching, you can reflect on that experience. Consider what you learned from the experience, what worked and what didn’t work, and why/why not.


Assessment Task 17.2 Assessment Task 17.2 Write a reflection (a good sized paragraph) on the lessons that you have observed on the lesson observation DVD. Consider what you learned, what seemed to work well and what didn’t work very well (why/why not). You may have also observed other teachers, in which case you can also reflect on that.


Assessment Task 17.3 Assessment Task 17.3 Write a reflection (a good sized paragraph) on the study you have undertaken so far. What have you learned so far in terms of applicability to the classroom?


When you complete the assessment tasks in the DOWNLOADED Certificate III Auxiliary Unit – Submission document, you can email it in for marking to [email protected]. Make sure you proofread your work, checking spelling and grammar.

Please allow 2-3 weeks to receive feedback.

Remember to save this document under your name (eg: Mickey.Mouse-AuxUnit.doc)

Congratulations! You are done!

mailto:[email protected]

Cert III Auxiliary Unit www.teachinternational.com

© Teach International PTY Ltd. 2010

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Appendix: ESOL Class Levels and Practice Teaching

The following tables show predominant characteristics for language levels and common topics/themes, functions and grammatical structures as they occur at the different levels the four levels of Elementary Level, Pre-Intermediate, Intermediate, and Upper-Intermediate level. These topics/themes, functions and grammatical structures were built after viewing a number of course books.

There are typically a number of ESOL levels that course books are designed to teach: Beginner/Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, Advanced and Proficiency. Sometimes there is a beginner level designated below Elementary but it usually depends on the number of students at the school as to where the class divisions are made. Sometimes we can think in terms of three levels, being Beginner, Intermediate and advanced. These can be more specifically categorized as:

Beginner Beginner Beginner/Elementary

Intermediate Pre-Intermediate Intermediate Upper-intermediate

Advanced Advanced Proficiency

A school may split each of these levels into separate classes. If there are large numbers in the school they may divide the levels further, perhaps with faster progression from one class to another. A school with fewer student numbers may amalgamate levels with two or even three levels in one class.

PREDOMINANT CHARACTERISTICS FOR LANGUAGE LEVELS

Elementary Level: Predominant characteristics

Pre-Intermediate Level: Predominant characteristics:

Intermediate Level: Predominant characteristics:

Upper-Intermediate Level: Predominant characteristics:

As described by the Common European Framework (CEF) A1: A number of predominant characteristics exist at this level. At the level a learner can interact in a simple way, ask and answer simple questions about

As described by the Common European Framework (CEF) A2: A number of predominant characteristics exist at this level. At the level the majority of descriptors stating social functions are to be found, like use

As described by the Common European Framework (CEF) B1: A number of predominant characteristics exist at this level. The first is the ability to maintain interaction and get across what you want to, in a range of contexts, for example: generally follow

As described by CEF As described by the

Common European Framework (CEF) B2: A

number of predominant characteristics exist

at this level. At the lower end of the band

there is a focus on effective argument:

account for and sustain his opinions in



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themselves, where they live, people they know, and things they have, initiate and respond to simple statements in areas of immediate need or on very familiar topics, rather than relying purely on a very finite rehearsal, lexically organised repertoire of situation-specific phrases.

simple everyday polite forms of greeting and address; greet people, ask how they are and react to news; handle very short social exchanges; ask and answer questions about what they do at work and in free time; make and respond to invitations; discuss what to do, where to go and make arrangements to meet; make and accept offers. Here too are to be found descriptors on getting out and about: the simplified cut-down version of the full set of transactional specifications for living abroad, like: make simple transactions in shops, post offices or banks; get simple information about travel; use public transport; buses, trains, and taxis, ask for basic information, ask and give directions, and buy tickets; ask for and provide everyday goods and services.

At the higher end of this level (A2+) there is a more active participation in conversation given some assistance and certain limitations, for example: understand enough to manage simple, routine exchanges without undue effort; make him/herself understood and exchange ideas and information on familiar topics in predictable everyday situations, provided the other person helps if necessary; deal with everyday situations with predictable content, though he/she will generally have to

the main points of an extended discussion around him/her, provided speech is clearly articulated in standard dialect; express the main points he/she wants to make comprehensibly; keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. The second feature is the ability to cope flexibly with problems in everyday life, for example cope with less routine situations on public transport; deal with most situations likely to arise when making travel arrangements through an agent or when actually travelling; enter unprepared into conversations on familiar topics. At the higher end of this level (B1+) there is the addition of a number of descriptors which focus on the exchange of qualities of information, for example; provide concrete information required at an interview/consultation (e.g. describe symptoms to a doctor) but does so with limited precision; explain why something is a problem; summarise and give his or her opinion about a short story, article, talk, discussion interview, or documentary and answer further questions of detail; carry out a prepared interview, checking and confirming information, though he/she may occasionally have to ask for repetition if the other person’s response is rapid or extended; describe how to do something, giving detailed instructions; exchange accumulated factual information on familiar routine and non-routine matters within his/her field with

discussions by providing relevant

explanations, arguments and comments;

explain a viewpoint on a topical issue giving

the advantages and disadvantages of various

options; develop an argument giving reasons

in support of or against a particular point of

view; take an active part in informal

discussion in familiar contexts, commenting,

putting point of view clearly, evaluating

alternative proposals and making and

responding to hypotheses. Secondly, running

right through the level there are two new

focuses. The first is being able to more than

hold your own in social discourse: e.g.

understand in detail what is said to him/her in

the standard spoken language even in a noisy

environment; initiate discourse, take his turn

when appropriate and end conversation when

he /she needs to, though he/she may not

always do this elegantly; interact with a

degree of fluency and spontaneity that makes

regular interaction with native speakers quite

possible without imposing strain on either

party. The second focus is a new degree of

language awareness: correct mistakes if they

have led to misunderstandings; make a note of

“favourite mistakes” and consciously monitor

speech for it/them; generally correct slips and

errors if he becomes conscious of them.

At the higher end of this level (B2+) there is

the addition of a number of descriptors which

focus on argument, effective social discourse

and on language awareness which appears at

the lower end of this level. However, the focus

on argument and social discourse can also be

interpreted as a new focus on discourse skills.

This new degree of discourse competence

shows itself on conversational management



43

compromise the message and search for words; plus significantly more ability to sustain monologues, for example: express how he feels in simple terms; give an extended description of everyday aspects of his environments e.g. people, places, a job or study experience; describe past activities and personal experiences; describe habits and routines; describe plans and arrangements; explain what he/she likes or dislikes about something.

some confidence. (co-operating strategies): give feedback on

and follow up statements and inferences by

other speakers and so help the development of

the discussion; relate own contribution

skillfully to those of other speakers. It is also

apparent in relation to coherence/cohesion:

use a variety of linking words effectively to

mark clearly he relationship between ideas;

develop an argument systematically with

appropriate highlighting of significant points,

and relevant supporting detail. Finally, it is

said at this band that there is a concentration

of items of negotiation.



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EXAMPLES OF TOPICS/THEMES FOR LANGUAGE LEVELS

Elementary Level: Examples of topics/themes as categorized by the course book chapter headings.

Pre-Intermediate Level: Examples of topics/themes as categorized by the course book chapter headings.

Intermediate Level: Examples of topics/themes as categorized by the course book chapter headings.

Upper-Intermediate Level: Examples of topics/themes as categorized by the course book chapter headings.

The following course book contexts (themes) may include, but are not limited to: Greetings, Nationalities, Common Objects, Personal Information (age, family, occupation, etc), Skills and abilities, Likes and dislikes, Time, Daily routines, The home, Shopping and prices, People's appearances, Food and drink, Clothing, Money, Free time activities, Job Interviews, Duties and rules, Illness and Health, Eating Out, Feelings and Emotions, Shopping for clothing, Dates and Arrangements, Telephoning, Technology, Appearance, Countries and Nationalities, Meeting people, People and possessions, Time off, Good times, bad times, Films, Music, News, Holidays, At work, Health, Appearances, Directions, Locations, Experiences, At the airport.

The following course book contexts (themes) may include, but are not limited to: Shopping and Prices, Invitations, Telephone Conversation, Work Interviews, Pollution/Traffic, Roles of Men and Women in Society, The Media, Dreams, Travel, Ambitions, National Characteristics, Famous People and Characters, Personality, Fears, Entertainment, Social Customs and Entertaining, Household chores, Food and Drink, Weather and Seasons, Life stories, Dating, Meetings, Stories, Employment, Education, Films, Opinions, Age generations, Family, Parents, Teenagers, Roles people play, Problems, Cultural differences, Trends, Fashion, Crime, News.

The following course book contexts (themes) may include, but are not limited to: Living at home, Life in the future and technology, Leisure activities and sport, Current events, Shopping, Education, Money, Rules, Advertising, Entertainment, including television, Relationships, Character and personality, Living abroad, Travel, Literature, Celebrations and festivals, International food and eating out, Ethics, Crime, Etiquette, Emotions and fears, Advice and arrangements, Food preparation, Problems, Music, Medicine, Health and wellness, Homes, Making up your mind, Opinions, Computers, Weather, Dangers, At the doctors, Messages.

The following course book contexts (themes) may include, but are not limited to: Jobs and Interviews Cities of the Future Health Hazards of Modern Living International Travel Literature including Shakespeare Memories Ceremonies, including Wedding customs Space Transportation Television and Films Addictions Crime and punishment World Issues The role of the Media Life Issues Sport and Adventure.



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EXAMPLES OF FUNCTIONS FOR LANGUAGE LEVELS

Elementary Level: Examples of functions that occur.

Pre-Intermediate Level: Examples of functions that occur.

Intermediate Level: Examples of functions that occur.

Upper-Intermediate Level: Examples of functions that occur.

The following functions may include, but are not limited to: Introduce themselves, Ask politely for personal information, Give personal information about themselves, Describe their likes and dislikes, Ask questions to find out information, Ask for and understand basic directions, Offer to lend something, Give personal information about their relatives, Express ownership, Describe quantities, Choose something according to preferences, Describe places, Invite people to do things, Tell the time, Discuss definite future events(going to), Express personal wants and needs, Talk about everyday habits (simple present), Discuss a past event which occurred at definite time (simple past), Express dates, numbers and addresses, Ask politely for common objects, Offer to help someone in some way, Describe people, Apologise, Ask for repetition, Ask for assistance, Introduce themselves and others, Express doubt and certainty, Narrate past events, Describe and compare things, Request

The following functions may include, but are not limited to: Introduce themselves and others, Express preferences and obligations, Express feeling about a situation, Complain and apologise, with questioning, Describe other people and professions, Ask for and give more detailed personal information, Describe different professions, Explain habits, Describe past experiences, Describe the weather, Give reasons for doing things, Describe pain, Agree and disagree to an opinion, Offer help with suggestions and advice, Warn of negative aspects to a course of action, Ask for permission to do something, Express intentions, Express wishes and regrets, Compare experiences , tastes, attitudes and beliefs, Make invitations including accepting and refusing in a polite way, Make promises, Describe places, Give and follow directions, Give and follow instructions, Discuss lifestyles, Express likes, dislikes and preferences, Say goodbye, Draw Conclusions, Express plans and Ambitions, Take and

The following functions may include, but are not limited to: Make future arrangements, including making suggestions, Ask for things and favours, Ask for and give explanations, Ask indirectly for advice and help, Ask for clarification, Make decisions, for and against, Check that information has been understood, Complain, End conversations, Discuss obligations, Apologise and offer to make amends, Give opinions, Report present and past situations and events, Request and demand action Make suggestions, Request and give instructions, Ask for and give permission, Express intention, Express wishes and regrets, Describe multiple past events, Make promises, Discuss preferences, Express feelings, Refuse and give excuses.

The following functions may include, but are not limited to: • Relate experience and achievements • Relate familiar and unfamiliar experiences • Explain past qualifications, experience and present ability for job interviews • Make judgements and relate impressions • Describe people and personalities • Describe previous activities and actions, including background information • Express attitudes • Describe character • Report speech, including describing conflicting reports • Agree and disagree, giving reasons • Advise on a choice or course of action • Discuss advantages and disadvantages • Express regret and wishes • Discuss procedures • Tell a story which includes multiple past events • Discuss similarities and differences • Describe how things work • Discuss degrees of probability and consequences • Understand outlines of common news items • Participate in decision making • Use appropriate exclamations and idioms. • Make predictions.



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and provide information, Give reasons for actions, Apologise for being late, Make excuses, Describe processes, Ask for and give directions, Ask about and express preferences, Express agreement and disagreement, Express wants and hopes, Express future intentions, Describe other people, Describe past events, Give instructions, including suggesting and persuading, Warn someone about impending danger, Express preferences and obligations, Express emotion to explain how your feeling about something, Complain with questioning, Making arrangements, Understand and give warnings, Give and follow instructions, Predict the future, Express obligation, Express permission and prohibition (can, may, mustn't), Make suggestions.

pass on messages, Look for a job, Make small talk.



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EXAMPLES OF STRUCTURES FOR LANGUAGE LEVELS

Elementary Level: Examples of structures that occur.

Pre-Intermediate Level: Examples of structures that occur.

Intermediate Level: Examples of structures that occur.

Upper-Intermediate Level: Examples of structures that occur.

The following structures may include, but are not limited to: The verb 'to be' in present and past simple. (is/are/was/were), Present simple, Past simple of regular verbs. ('ed' ending), Past simple of common irregular verbs. (went, wrote, ran etc), Past time adverbials. (yesterday/last week), Present time adverbials. (now/at the moment), Prepositions of time. (at/on/in/from/to), The Gerund, or present participle with 'like' (I like playing sport), Question words (who/what/where/whose/how), Prepositions of place (in/on/under/beside/behind etc), Subject pronouns (I/you/he//she/we/they/it), Object pronouns (me/you/her/him/us/them/it), Possessive pronouns (my/your/his/her/our/their/its), Genitive or possessive 's' (My father's...), Adverbs of degree (well/a little/very much/not much etc), Adverbs of frequency (often/sometimes etc), Common adjectives, Modals: (can/can't), Modifiers (quite/very), Have got, Cardinal (1,2,3)and Ordinal (1st, 2nd, 3rd ) Numbers, Present Continuous (I'm taking a shower) with present and future meaning, Comparatives (better/bigger/more expensive etc),

The following structures may include, but are not limited to: Past with 'used to', Time clauses; when, as soon as, Social expressions: (what a pity, never mind etc), Past Continuous, Phrasal verbs, Question tags, Expressions of surprise, Relative clauses, Clauses of contrast, using 'however' and 'although', Past perfect, Infinitives after adjectives, Reported statements, Reported questions, First conditional, Second conditional, Will, may and might, Have to, am allowed to, Verbs of delegation: Ask, tell, make, let, Adverbs of degree: extremely, rather, Agreement: so do I, neither do I.

The following structures may include, but are not limited to: Present simple with frequency adverbs and phrases, Present perfect with since, for, Clauses of purpose (in order to …, so that…), Clauses of result, using so (Six people came, so we needed an extra car.), Unless, Future passive (It will be completed by next week.), Adjective word order (long, dark, curly hair), Past perfect and pas perfect continuous (I had been waiting for two hours when she arrived.), Using prefixes to make opposites (un, in, ir, il, dis, de, etc), Modal auxiliaries: levels of certainty (probably, possibly, definitely, etc), Second conditional with wish (I wish I was …)

The following structures may include, but are not limited to: • Verbs of perception, with the gerund and the infinitive • Be/get + used to + ing • Negative questions • The third conditional • If only/wish • Determiners: both, each, either, or, neither, nor, all, the other, another. • Indirect questions with polite requests • Verbs of reporting: offer, tell, agree, explain, accuse, advise, point out, suggest, apologise, complain, promise, warn, invite, insist, recommend, admit. • Review of reflexive pronouns: himself, yourselves, etc • Adding an auxiliary for stress

ALSO REVIEWING…

• Replacing relative clauses with participle

clauses • Should have (as in “you should have worked harder”.) • Clauses of concession (such as “Despite the fact that..”) • The imperative with warnings. • Other forms of comparison: compared with, more likely to. • Inversion after negative adverbs. • Adverbial clauses: of time (as soon as I get there). • Contrast (even if you were...). • Condition (in case it gets cold). • Reason (since you cannot answer the question..). • Purpose (so that I could learn Japanese).

WRITING EMPHASIS…

• Indirect speech • Verbs; simple and future



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Articles (a/an/the) and the omission of articles in generalisations, Prepositions for/with/in/at/by/from, Linking words (and/then/after that etc), Some, any, much, many with countable and uncountable nouns, Indefinite pronouns: one, ones, Say, tell and ask, Both and all, Past simple of more irregular verbs, The imperative (commands, instructions), Passive voice. (It was written by Mr Smith), Modals (must, mustn't, should, shouldn't, ought to, will, Modals for offers and requests: would (would you like), can (can I have), will-decision (I'll have.., I'll do it), Comparatives and superlatives, Have got to, Present perfect with 'ever' and 'just', going to – future, Time Adverbials on/at, Question forms: How many, what sort, which one, what happened? Adverbs of manner (quickly, slowly), Some, any, much, many, a lot a few, a little.

continuous, future perfect, past perfect and conditionals, passive • Linking words such as if, consequently, since • Consistency in written style • Control of sentence structure to make specific meanings evident. • Appropriate syntactic structure • Specialised and appropriate vocabulary • Effective introductions and endings

auxiliary unit for certificate iii

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