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TABE CLAS-E ESL Standards Objectives, Sub-skills and Sub-skill Focuses 1.0 Reading 1.1 Quantitative Literacy 1.1.1 Numbers and Numeracy Terms – Identify cardinal and ordinal numbers, units (time, money, temperature), shapes, and basic operations. 1.2 Read Words - recognize word parts and comprehend contextual vocabulary encountered at home, in the community, and in the workplace. 1.2.1 Morphemes and Syntax – roots, affixes, parts of speech 1.2.2 Words and Phrases – picture or context-cued words and chunks 1.2.3 Same Meaning 1.2.4 Opposite Meaning 1.2.5 Appropriate Associated Information – associate related data in functional texts, e.g. proper contents of a form’s blank 1.3 Reading Comprehension – comprehend the details and overall meaning of a passage or graphic display that addresses topics in the home, community, or workplace. 1.3.1 Identify Information 1.3.1.1 Details and Stated concepts 1.3.1.2 Sequence 1.3.2 Construct Meaning 1.3.2.1 Main idea 1.3.2.2 Summary/Paraphrase 1.3.2.3 Cause/Effect 1.3.2.4 Compare/Contrast 1.3.2.5 Conclusion 1.3.3 Extend Meaning - demonstrate critical understanding. 1.3.3.1 Fact/Opinion 1.3.3.2 Predict Outcomes 1.3.3.3 Generalizations 1.3.3.4 Author Purpose 1.3.3.5 Style Techniques 1.3.3.6 Tone 2.0 LISTENING 2.1 Quantitative Literacy 2.1.1 Numbers and Numeracy Terms – Identify cardinal and ordinal numbers, units (time, money, temperature), shapes, and basic operations. 2.2 Listen for Information 2.2.1 Discern Sounds – Recognize sounds, including minimal pairs, as well as cardinal and ordinal numbers, i.e., Quantitative Literacy. 2.2.2 Details – Extract detailed information from a listening session, including sequence. 2.2.3 Stated Concepts – Understand paraphrase of concepts that are not easily defined. 2.3 Interpersonal Skills 2.3.1 Idiom/Expression – Use and understand idiomatic speech, including expressions (greetings, small-talk) and phrasal verbs. 2.3.2 Determine Roles – Identify roles (family, friend, co-worker, supervisor, physician, etc.) through oblique (non- identifying) speech and/or register. 3.3.3 Instructions – Follow single to multi-step instructions (a process). 2.4 Interpret Meaning Missouri Training Institute TABE CLAS-E Resources Trulaske College of Business University of Missouri Appendix Page 1

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TABE CLAS-E ESL Standards Objectives, Sub-skills and Sub-skill Focuses

1.0 Reading 1.1 Quantitative Literacy 1.1.1 Numbers and Numeracy Terms – Identify cardinal and ordinal numbers, units (time, money, temperature), shapes,

and basic operations.

1.2 Read Words - recognize word parts and comprehend contextual vocabulary encountered at home, in the community, and in the workplace.

1.2.1 Morphemes and Syntax – roots, affixes, parts of speech 1.2.2 Words and Phrases – picture or context-cued words and chunks 1.2.3 Same Meaning 1.2.4 Opposite Meaning 1.2.5 Appropriate Associated Information – associate related data in functional texts, e.g. proper contents of a form’s

blank

1.3 Reading Comprehension – comprehend the details and overall meaning of a passage or graphic display that addresses topics in the home, community, or workplace.

1.3.1 Identify Information 1.3.1.1 Details and Stated concepts 1.3.1.2 Sequence 1.3.2 Construct Meaning 1.3.2.1 Main idea 1.3.2.2 Summary/Paraphrase 1.3.2.3 Cause/Effect 1.3.2.4 Compare/Contrast 1.3.2.5 Conclusion 1.3.3 Extend Meaning - demonstrate critical understanding. 1.3.3.1 Fact/Opinion 1.3.3.2 Predict Outcomes 1.3.3.3 Generalizations 1.3.3.4 Author Purpose 1.3.3.5 Style Techniques 1.3.3.6 Tone

2.0 LISTENING 2.1 Quantitative Literacy 2.1.1 Numbers and Numeracy Terms – Identify cardinal and ordinal numbers, units (time, money, temperature), shapes,

and basic operations.

2.2 Listen for Information 2.2.1 Discern Sounds – Recognize sounds, including minimal pairs, as well as cardinal and ordinal numbers, i.e.,

Quantitative Literacy. 2.2.2 Details – Extract detailed information from a listening session, including sequence. 2.2.3 Stated Concepts – Understand paraphrase of concepts that are not easily defined. 2.3 Interpersonal Skills 2.3.1 Idiom/Expression – Use and understand idiomatic speech, including expressions (greetings, small-talk) and phrasal

verbs. 2.3.2 Determine Roles – Identify roles (family, friend, co-worker, supervisor, physician, etc.) through oblique (non-

identifying) speech and/or register. 3.3.3 Instructions – Follow single to multi-step instructions (a process).

2.4 Interpret Meaning

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 1

2.4.1 Cause/Effect – Use reasoning to understand causality. 2.4.2 Fact/Opinion – Determine whether a statement is a fact or opinion. 2.4.3 Main Idea – Comprehend the relevance or importance of a conversation, speech, broadcast, etc. 2.4.4 Forecast – Predict themes, structures, or ideas that will be presented in a conversation, speech, or broadcast, etc. 2.4.5 Speaker Purpose – Identify nuance, suasion, or the emotional state of a speaker that may be latent or underlying.

3.0 Writing 3.1 Quantitative Literacy 3.1.1 Numbers and Numeracy Terms – Identify and use cardinal and ordinal numbers, units (time, money, temperature),

shapes, and basic operations. 3.2 Usage and Conventions - identify appropriate elements of verb phrases and noun phrases, and identify

appropriate writing conventions. 3.2.1 Verb Phrases – include verb form, tense, aspect, & agreement; auxiliaries; adverbs; negatives; infinitives &

participles; phrasal verbs. 3.2.2 Noun Phrases – include nouns; pronouns (personal, interrogative); adjectives (descriptive, possessive); quantifiers;

articles; prepositions; conjunctions; 3.2.3 Writing Conventions – include capitalization and punctuation (sentence beginning, proper nouns, end marks,

commas in series, dates, & addresses, apostrophes in contractions & possessives, quotation marks)

3.3 Sentence Formation and Coherence - identify standard sentence structure and coherence. 3.3.1 Sentence Formation – include declarative & interrogative SVO order; fragment error; conditionals 3.3.2 Sentence Coherence – include phrase, clause, and sentence combining in appropriate order; comma-splice & run-

on errors

3.4 Expository Writing - write relevant and grammatical sentences about personal and familiar experiences, plans, processes, or functional tasks.

3.4.1 Write to Describe – Describe people, scenes, and situations relevant to the home, community, or workplace based on picture cues.

3.4.2 Write to Accomplish Tasks – Complete information in functional service or workplace documents and write brief notes of request or explanation.

3.4.3 Extended Writing – Write in paragraph format to describe, explain, report, compare, narrate, persuade, or express.

4.0 SPEAKING 4.1 Quantitative Literacy 4.1.1 Numbers and Numeracy Terms – Identify and use cardinal and ordinal numbers, units (time, money, temperature),

shapes, and basic operations. 4.2 Social Interaction - use appropriate language skills to interact with others and express ideas in the home,

community, or workplace. 4.2.1 Greetings/Inquiries/Leave-Taking – include introductions, responses, and invitations 4.2.2 Phone Competency – use proper etiquette and conventions when answering and relaying messages 4.2.3 Express Opinion – include preferences, dislikes, predictions, recommendations, arguments

4.3 Provide Information - use appropriate, clear language when providing personal information and step-by step instructions and directions commonly requested in the home, workplace, and community.

4.3.1 Personal Information – include name, address, age, origin, skills, 4.3.2 Instructions – include positive & negative commands, object and place locations, extended process instructions 4.3.3 Descriptions – include people, places, things, scenes, comparisons, ideas 4.3.4 Narrate and Paraphrase Events – include daily routines, personal experiences, scenes

4.4 Accomplish Goals - use appropriate language to accomplish functional goals. 4.4.1 Requests/Permission – request service or assistance 4.4.2 Express Dissatisfaction 4.4.3 Negotiate Meaning – ask for clarification and explanation

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 2

Suggested Reading Comprehension Questions PASSAGES:

● What is this passage MAINLY about?

● What does the phrase/word ________________________ mean?

● Which word means the same as ________________?

● Which word means the opposite of ___________________?

● Which statement is an opinion?

● What happened after _______________________?

● What is likely to happen next?

● What is the correct way to write __(a number)__? FORMS/SCHEDULES/BROCHURES/LETTERS/NOTICE:

1. What belongs on line 1 (line 2, etc)?

2. What is the purpose of this information (document, letter, etc)?

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 3

TABE CLAS-E Grammar Practice

1. The price $60,356.00 is the same as _________________.

a. six thousand, three hundred and sixty five dollars

b. sixty thousand, three hundred and fifty six dollars

c. six hundred and thirty five dollars and sixty cents.

2. The number 2,020 is the same as _______________.

a. two thousand, two hundred

b. twenty thousand and twenty

c. two thousand and twenty

3. The time 12:30 is the same as _____________.

a. half past twelve

b. a quarter past twelve

c. a quarter to twelve

4. The time 2:45 is the same as _____________.

a. a quarter past two

b. a quarter to two

c. a quarter to three

5. The number 2 ½ is the same as _________.

a. two halves

b. two

c. two and a half

6. The number 6 ¾ is the same as _______

a. one quarter

b. six and thee quarters

c. six quarters

7. I had _____ unhappy experience at work today.

a. the

b. a

c. an

8. I had _____ happy experience at work today.

a. a

b. the

c. an

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 4

9. The student talked ________.

a. quieter

b. quietly

c. quiet

10. Mr. Johnson gave _____ a present.

a. me

b. I

c. My

11. Can you lend ____ a pencil.

a. she

b. hers

c. her

12. She is the _____ student in the class.

a. good

b. better

c. best

13. He is the ______ runner of all.

a. fast

b. fastest

c. faster

14. Florida has ______ weather than Buffalo.

a. hot

b. hotter

c. hottest

15. This box is ______ than the other box.

a. small

b. smallest

c. smaller

16. We _____________ to walk the park tomorrow.

a. are going

b. going

c. is going

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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17. It is necessary ____________ to the teacher.

a. listen

b. listening

c. to listen

18. It is dangerous ___________ a mountain without good equipment.

a. to climb

b. climb

c. climbing

19. A. She is quickly walking to class.

B. She is quick walking to class.

C. She is quicker walking to class.

20. A. It is my twentieth birthday.

B. It is my twenty birthday.

C. It is my number twenty birthday.

21. A. They drank some waters.

B. They drank a water.

C. They drank some water.

22. A. The children is dancing.

B. The children are dancing.

C. The children be dancing.

23. A. The man is walking.

B. The man are walking.

C. The man be walking.

24. A. They went home early, so they could get ready for the party.

B. They went home early, they could get ready for the party.

C. They went home early, but they could get ready for the party.

25. A. They knocked on the door, nobody was home.

B. They knocked on the door, so nobody was home.

C. They knocked on the door, but nobody was home.

26. A. Mary brought, plates, forks, and knives to the table.

B. Mary brought plates, forks, and knives to the table.

C. Mary brought plates, forks, and knives, to the table.

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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27. A. We study grammar, writing, and computers, with Ms. Taylor.

B. We study, grammar, writing, and computers with Ms. Taylor.

C. We study grammar, writing, and computers, with Ms. Taylor.

28. A. My appointment is at 500 East Main Street, New York City.

B. My appointment is at 500 East, Main Street, New York City.

C. My appointment is at 500 East Main Street New York City.

29. A. To the party you are coming?

B. Are you to the party coming tonight?

C. Are you coming to the party tonight?

30. A. Can you give me a ride to the store?

B. To the store can you give me a ride?

C. You can give me a ride to the store?

31. A. My sister Mary went to her country in october.

B. My sister mary went to her country in October.

C. My sister Mary went to her country in October.

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 7

TABE CLAS-E Grammar Practice 2

1. The price $5,600.00 is the same as _________________.

a. five thousand six hundred dollars

b. fifty six thousand dollars

c. fifty thousand six hundred dollars

2. The number 3,040 is the same as _______________.

a. three thousand, four hundred

b. thirty thousand and forty

c. three thousand and forty

3. The time 12:15 is the same as _____________.

a. a quarter past twelve.

b. a quarter to twelve

c. a quarter to one

4. The time 2:45 is the same as _____________.

a. a quarter past two

b. a quarter to two

c. a quarter to three

5. The number 2 ⅚ is the same as _________.

a. two and five-six

b. twenty five-sixths

c. two and five-sixths

6. The number 6 ¼ is the same as _______

a. six quarters

b. six and one quarter

c. six and one four

7. I had _____ unpleasant meeting with my boss today.

a. the

b. a

c. an

8. I had _____ pleasant meeting with my boss today.

a. a

b. the

c. an

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 8

9. The teacher talked ________.

a. slower

b. slowly

c. slow

10. Please tell ________ your name.

a. me

b. I

c. My

11. Can you lend ____ some paper.

a. them

b. their

c. they

12. In our class, he is the ______ student of all.

a. good

b. better

c. best

13. She is the _____ person in our group.

a. quiet

b. quietest

c. quieter

14. Texas is a ______ state than Delaware.

a. larger

b. large

c. largest

15. This room is ______ than the other room.

a. cold

b. coldest

c. colder

16. A. She is quietly sitting down.

B. She is quiet sitting down.

C. She is quieting sitting down.

17. A. It is my thirty birthday.

B. It is my thirtieth birthday.

C. It is my number thirty birthday.

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 9

18. A. The woman is playing with her children.

B. The woman be playing with her children.

C. The woman are playing with her children.

19. A. The men is working.

B. The men be working.

C. The men are working.

20. A. B. Mary couldn’t go to the party because she babysit that night.

B.. Mary couldn’t go to the party because she babysitting that night.

C. Mary couldn’t go to the party because she was babysitting that night.

21. A. They knocked on the door, nobody was home.

B. They knocked on the door, so nobody was home.

C. They knocked on the door, but nobody was home.

22. A. Mary baked, cakes, cookies, and chicken for the party.

B. Mary baked cakes, cookies, and chicken for the party.

C. Mary baked cakes, cookies, and chicken, for the party.

23. A. My appointment is at 450 West Elmwood Avenue, New York City.

B. My appointment is at 450 West, Elmwood Avenue, New York City.

C. My appointment is at 450 West Elmwood Avenue New York City.

24. A. Can you tell me how much the newspaper costs?

B. Can you tell me how much costs the newspaper?

C. Can you tell me the newspaper costs how much?

25. A. I go to Top’s Supermarket on wednesdays .

B. I go to top’s supermarket on Wednesdays.

C. I go to Top’s Supermarket on Wednesdays.

26. A. Every passenger need to buy a ticket.

B. Every passenger needs to buy a ticket.

C. Every passenger needing to buy a ticket.

27. Choose the COMPLETE sentence.

A. They visited their grandmother.

B. When they visited their grandmother.

C. Visiting their grandmother on Saturday.

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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ESL online resources

ESL Lesson plans/worksheets (reading, writing, listening, speaking, pronunciation, games):

http://www.linguahouse.com/esl-lesson-plans

http://www.rong-chang.com/

https://esllibrary.com/

http://bogglesworldesl.com/

http://www.manythings.org/

https://abeweb.mpls.k12.mn.us/

http://www.eslgold.com/

http://stickyball.net/

http://www.eslcafe.com

http://www.eslcafe.com

http://www.5minuteenglish.com/

http://www.eslflow.com/

http://www.teach-this.com/

https://www.superteacherworksheets.com/nouns.html

Reading:

http://resources.marshalladulteducation.org/reading_skills_home.htm

http://www.readingesl.ca/

http://www.newsinlevels.com/level-1/easyenglishnews/

http://www.breakingnewsenglish.com/

Grammar worksheets:

http://www.azargrammar.com/materials/

Vocabulary:

http://www.learningchocolate.com/

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 57

Vocabulary reinforcement (listening comprehension skills):

http://www.languageguide.org/english/

Printable Worksheets:

https://en.islcollective.com/

http://www.englishbanana.com/

Free English Video Lessons:

http://www.engvid.com/english-lessons/

http://www.usalearns.org/

Numeracy:

https://www.worksheetworks.com/math/numbers/words/number-forms.html

Interactive Videos –everyday life skills (money, around town, health, forms):

http://www.gcflearnfree.org/topics/everydaylife/

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 58

A Sheet

Language Points

Go Down

Go down Pine Street to

Broadway.

Turn

Turn right on Broadway.

Turn left on Pine Street.

It’s on

It’s on your right.

It’s on your left.

Use this map to give your partner directions.

Ask your partner how to get to the following places:

Central Park

Lu’s Italian Restaurant

Speed Athletics

Bilbo’s Jewellery Shop

The Galaxy Theater

Delmore Travel

Fill in the name of the buildings that belong in the blanks:

(1) Star Hotel

(2)

(3) The Starry Café

(4)

(5) Hez Department Store

(6)

(7) Sauron’s Bookstore

(8)

(9) The Aquarium

(10)

(11) Museum of History

(12)

(13) Superior Supermarket

© 2005 www.bogglesworldesl.com

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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B Sheet

Language Points

Go Down

Go down Pine Street to

Broadway.

Turn

Turn right on Broadway.

Turn left on Pine Street.

It’s on

It’s on your right.

It’s on your left.

Use this map to give your partner directions.

Ask your partner how to get to the following places:

Sauron’s Bookstore

The Aquarium

Superior Supermarket

Museum of History

The Starry Café

Hez Department Store

Fill in the name of the buildings that belong in the blanks:

(1) Star Hotel

(2) The Galaxy Theater

(3)

(4) Central Park

(5)

(6) Lu’s Italian Restaurant

(7)

(8) Delmore Travel

(9)

(10) Bilbo’s Jewellery Shop

(11)

(12) Speed Athletics

(13)

© 2005 www.bogglesworld.com

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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Map of Downtown Mark the locations of the restaurants that your partner recommends on the map:

www.bogglesworldesl.com

Missouri Training Institute TABE CLAS-E Resources

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There are many ways to give directions. One common way to give directions is to give the name of the street and then some building nearby. Below are some examples. Fill in the name of the building that they are talking about:

Street Information Nearby Buildings Floor Information

(Option) Possible

Buildings?

It’s on 2nd Avenue next to the bank X

It’s on Elm Street between the pharmacy and the

shoe store

on the second floor

It’s on the corner of 2nd

and Elm

across from the cafe X

Practice the following conversation with a partner using the substitutions in the box:

A: Do you know where I can get a cup of coffee?

B: Sure. You could try the Starry Café.

A: Where’s that?

B: It’s on 2nd Avenue across from the pharmacy.

A: Thanks.

B: No problem

get some hiking boots

get some cat food

buy some milk

work out

buy some pants

grab a hamburger

get some aspirin

see a movie

buy a book

mail a letter

buy some CDs

get a bite to eat

Choose five stores and on another piece of paper write down 2 ways to describe the location for each of the five stores you choose.

www.bogglesworldesl.com

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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Directions

Name of learner __________________________Date_____________________

Give and Follow instructions.

1. Look at the map above.

Follow the instructions to Mary’s House.

Use a pencil or a pen to draw a line to Mary’s house.

How to get to Mary’s house.

1 Start at the Star.

2 Go down main Road and go past the restaurant, the fish shop and the library.

3 Turn left into West Street and go towards the station.

4 Mary’s House is on the left in front of the station.

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

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How do you get to these houses?

John’s house

1.

Mohamed’s house

2.

Kim’s house

3.

Gustav’s house

4.

Meron’s house

5.

Ying’s house

6.

Takahiro’s house

7.

Fatima’s house

8.

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Trulaske College of Business University of Missouri

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What did Dan buy for his big date? Ask your partner for the missing information. Then confirm the total.

www.bogglesworldesl.com

Getting Information: What did he buy at London Rolls Bakery?

How much was it?

How much was the total?

How did he pay for it?

He bought a chocolate cake and two pastries.

It was $12.50 for the cake and $2.00 for the pastries?

With tax, the total came to 13.25?

He paid $20.00 cash and got $6.75 change.

(He put it on his credit card/He wrote a check.) Confirming Information:

So that’s a total of $13.25 for the cake and pastries. That’s right.

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Appendix Page 66

What did Dan buy for his big date? Ask your partner for the missing information. Then confirm the total.

www.bogglesworldesl.com

Getting Information: What did he buy at London Rolls Bakery?

How much was it?

How much was the total?

How did he pay for it?

He bought a chocolate cake and two pastries.

It was $12.50 for the cake and $2.00 for the pastries?

With tax, the total came to 13.25?

He paid $20.00 cash and got $6.75 change.

(He put it on his credit card/He wrote a check.) Confirming Information:

So that’s a total of $13.25 for the cake and pastries. That’s right.

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Appendix Page 67

Look at the expressions on the blackboard. Write a title for each category of expressions:

Look at the two receipts. Use words you find on these receipts to fill in the blanks:

Money that you receive from a clerk along with your receipt:

Money that you pay to the government:

The cost of an item before tax:

The amount that you save off of the regular price:

Money you give for good service.

Money that includes tax, discounts, and the price.

________________ ________________ ________________ ________________ ________________ ________________

What do you think? Are these prices expensive, reasonable, or cheap?

___________ $60.00 for a pair of jeans. ___________ $100.00 for a tie. ___________ $1.00 for a cup of coffee. ___________ $8.00 for a shirt. ___________ $20.00 for a glass of wine. ___________ $7.00 for a movie ticket.

www.bogglesworldesl.com

Missouri Training Institute TABE CLAS-E Resources

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Appendix Page 68

PHOTOCOPIAB

LE

lingua houseInnovation in Learning

TM

A A PRACTICAL ENGLISH

lingua houseInnovation in Learning

TM

A A PRACTICAL ENGLISH

Telling the timeLesson code: MJKA-LXSB-AQKJ-V ELEMENTARY

1 Warm-up

Write down your telephone number then read it.

My telephone number is ...

2 Numbers

Listen and underline the number that you hear.

.1. 16 / 602. 13 / 303. 17 / 704. 14 / 405. 15 / 50

3 Telling the time -- o’clock

What time is it?

It’s twelve o’clock.

You can review this worksheet online at www.linguahouse.com/ex 1/3Review your flashcards at least 3-5 times a week for 20 minutes to keep the material fresh in your memory.

c©Linguahouse.com

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Appendix Page 69

PHOTOCOPIAB

LE

Telling the time lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

Telling the time lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

4 Telling the time -- half past, quarter to, quarter past

What time is it?

It’s half past four. It’s a quarter past seven. It’s a quarter to one.

5 Practice

What time is it? Ask your partner.

1. 2. 3. 4.

5. 6. 7. 8.

You can review this worksheet online at www.linguahouse.com/ex 2/3Review your flashcards at least 3-5 times a week for 20 minutes to keep the material fresh in your memory.

c©Linguahouse.com

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Appendix Page 70

PHOTOCOPIAB

LE

Telling the time lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

Telling the time lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

6 Telling the time -- minutes

What time is it?

17:05 It’s five minutes past five 7:53 It’s seven minutes to eight

Now ask your partner ‘What time is it?’

03:04 07:49 20:09 00:19 13:1303:51 04:16 05:09 01:48 19:14

You can review this worksheet online at www.linguahouse.com/ex 3/3Review your flashcards at least 3-5 times a week for 20 minutes to keep the material fresh in your memory.

c©Linguahouse.com

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Appendix Page 71

PHOTOCOPIAB

LE

Telling the time - Key lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

Telling the time - Key lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

1- Warm-up

Note: If your students are already comfortable with basic numbers and possessives (my, your, his, her, etc.) you

may choose to omit this exercise.

Demonstrate the task by asking one of the students ‘What is your telephone number?’ and eliciting the response

‘My telephone number is ...’ Have the student ask another student the same question and repeat the activity

around the class. To practice ‘his/her’, the students write down each telephone number. Point to random students

and ask ‘What is his/her telephone number?’, eliciting the response ‘His/her telephone number is ...’.

One-to-one: To practise ‘his/her’, ask the student to write down the names of three close friends or family

members. Then ask ‘What is his/her telephone number?’

You can also use the exercise to revise language from previous lessons. E.g. to revise basic greetings and

nationalities, ask ‘How are you?’, ‘What’s your name?’, ‘Where are you from?’ etc. before asking about the

student’s telephone number.

2- Numbers

Play the audio file or read out the following numbers clearly to the students: 16, 30, 70, 14, 50

1. 16 2. 30 3. 70 4. 14 5. 50

3- Telling the time -- o’clock

Many students might be used to a 24 hour clock in their native culture. To begin telling time, it’s a good idea to

just go through the hours if students are not aware of the fact that we use a twelve hour clock in English. Write the

numbers 1 - 24 on the board and the equivalent time in English, i.e. 1 - 12, 1 - 12.

Draw a clock face on the board or point to the illustration in the exercise. Model the dialogue ‘What time is it? It’s

twelve o’clock’. Then draw a different hour, and ask a student what time it is. Continue the exercise around the

room with each student asking the next ‘What time is it?’. Skip this exercise if it is too easy for the class.

4- Telling the time -- half past, quarter to, quarter past

Repeat the previous exercise with times showing ‘half past’, ‘quarter to’ and ‘quarter past’.

5- Practice

If students need further practice, put them into pairs and have them do this activity. They should change roles for

each time. Monitor the activity.1. It’s a quarter to five. 2. It’s five o’clock. 3. It’s half past eleven.4. It’s a quarter to eight. 5. It’s half past nine. 6. It’s a quarter past two.7. It’s eleven o’clock. 8. It’s a quarter past seven.

You can review this worksheet online at www.linguahouse.com/ex iReview your flashcards at least 3-5 times a week for 20 minutes to keep the material fresh in your memory.

c©Linguahouse.com

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Appendix Page 72

PHOTOCOPIAB

LE

Telling the time - Key lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

Telling the time - Key lingua houseInnovation in Learning

TM

A A A A PRACTICAL ENGLISH

6- Telling the time -- minutes

Repeat the activity in Exercise 3-4 with ‘minutes past’ and ‘minutes to’. Point out that the word ‘minutes’ in

‘five minutes past five’ can be omitted. Use the digital times to go around the class or elicit a response from an

individual student in a one-to-one class.

At the end of the activity, you can also explain that it is also common to simply read the time without ‘past’, ‘to’,

for example ‘seven fifty-three’, ‘five oh three’, etc.03:04 It’s four (minutes) past three. 07:49 It’s eleven (minutes) to eight.20:09 It’s nine (minutes) past eight. 00:19 It’s nineteen (minutes) past twelve.13:13 It’s thirteen (minutes) past one. 03:51 It’s nine (minutes) to four.04:16 It’s sixteen (minutes) past four. 05:09 It’s nine (minutes) past five.01:48 It’s twelve (minutes) to two. 19:14 It’s fourteen (minutes) past seven.

You can review this worksheet online at www.linguahouse.com/ex iiReview your flashcards at least 3-5 times a week for 20 minutes to keep the material fresh in your memory.

c©Linguahouse.com

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Appendix Page 73

Simple Sentence Combining Worksheet

Combine the following sentences with a coordinating conjunction (for, and, nor, but, or, yet, so).

1) She went to daycare. She did not want to go.

2) The toddler could not decide which jacket to wear. She cried instead.

3) The teacher said she must wear her jacket. She must stay inside.

4) Helping parents is hard. No one said helping parents with their children would be easy.

5) The toddler would not give up the toy. He would not come inside.

6) He loves to play outside during the day. I will let him play after lunch.

7) The girl was hungry. She had not eaten since breakfast.

8) The girls couldn’t think of anything better to do. They decided to play in the art room.

9) A book can be a lot of fun to read. A book can be boring.

10) Toddlers love to use their power. They use it whenever they can.

Sentence Combining Using Subordinating Conjunctions

Combine the following sentences with a subordinating conjunction (after all, although, while,

because, before, however, therefore). This may require a semicolon!

11) They made plans to go to the school meeting. They ended up not being able to make it.

12) Professionals can view toilet training from an independence point of view. Parents can view it

as a struggle.

13) Babies like to put things in their mouths. Learning about objects in this way is how they use all

of their senses.

14) Parents often want to shower children with toys. Children learn from simple exploration of

natural things, like sand and water.

15) One aspect of a child’s developing mind is using her imagination. They can use their imagination

to make connections between perceptions and assumptions.

16) Don’t give her a hard time. She is just trying to be friends with you.

17) We don’t believe children should be spanked. Hitting teaches hitting.

18) It’s going to rain today. You need to bring your raincoat to daycare.

19) The two weren’t always this close. When his sister went to kindergarten, he missed her.

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Appendix Page 74

20) The boy refused to admit he took it. He put the lunch box back on the shelf.

Sentence Combining with Subjects and Verbs

The following sentences share either the same subject or the same verb. Combine the sentences

into one sentence.

21) Tommy and his mother walked to the store. The store is two blocks away.

22) The child is thirsty. The child is not getting enough water.

23) My mug was in the cupboard. My mug is no longer in the cupboard.

24) Drew’s dog jumped into the air. Janine’s dog jumped into the air as well.

25) The book fell to the floor. It opened to a page I had never read before.

26) Your face has freckles on it. Your face looks friendly.

27) The boy painted at the easel. The boy painted a rainbow. The rainbow arched colorfully.

28) Everyone is being mean to me! Everyone is tyring to keep me from joining in the game.

29) Stop dancing like that. No dancing in the classroom. Sit back down in your chair.

30) The children sat in a circle. The children were quiet. The children waited for the teacher.

Sentence Combining in Paragraphs

Combine as many sentences as you can in the following paragraph, using the above examples to

guide you.

The Sunshine Day Care Center is has sixteen children. To be eligible for Sunshine Day Care Center

children have to be potty trained. Rudy’s mom is worried. Rudy needs daycare so her mom can take

the full time job she is trying to get. Rudy is not potty trained yet. Rudy is three years old and

insists on wearing diapers. The teacher at Sunshine Day Care Center told Rudy’s mom not to worry.

She believed that once Rudy started at the center, she would see the other children using the toilet.

Rudy would want to be a big girl. She would want to learn how to use the toilet, too. She would no

longer be interested and diapers. The teacher encouraged Rudy’s mom to take Rudy shopping for

big girl underwear. Rudy’s mom took Rudy shopping. Rudy picked out purple underwear with

flowers on them. When they got home, Rudy’s mom said it was time to say goodbye to the diapers.

Rudy was excited. She looked forward to being a big girl. She looked forward to going to Sunshine

Day Care Center and using the big girl toilet, too. Rudy’s mom looked forward to being able to take

the full time job. She is proud of Rudy. She is glad Rudy is transitioning to child care so well.

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Appendix Page 75

Test Date:

Reading A1 B1 A2 B2 A3 B3 A4 B4

1.1 Quantitative Literacy

Numbers and Numeracy

Terms1, 3, 5, 8 2, 3, 10, 12

3, 4, 8, 9,

12, 18, 221, 7, 10, 22 4, 9, 14, 15

6, 11, 16,

175, 8, 12, 16 3, 4, 8, 11

1.2 Read Words

Morphemes and Syntax 10 20 11, 13, 21 15, 22, 25 1, 9, 21 18

Words and Phrases 2, 4, 6, 7, 91, 4, 5, 6, 7,

86, 17, 21 2, 24, 25 8, 19 4 20, 22 1, 21, 25

Same Meaning 11 15, 21 3, 20 9, 21 15, 19 14, 15, 23

Opposite Meaning 25 5 19

Appropriate Associated

Information13, 14, 17 16, 22 25

8, 11, 12,

1910 13, 20 4, 6, 14 7, 17

1.3 Reading Comprehension

Identify Information

10, 11,12,

15, 18, 19,

20, 21, 23,

25

13, 14, 15,

18, 19, 20,

21, 23, 24,

25

1, 2, 5, 14,

15, 16, 19,

20

3, 4, 5, 9,

13, 14, 17,

23

1, 6, 12, 22 1, 7, 14, 182, 3, 10, 13,

17, 239, 20, 24

Construct Meaning 16, 22, 24 9, 11, 177, 13, 23,

246, 16, 18

5, 7, 16, 23,

24

2, 3, 8, 23,

24

11, 18, 24,

25

6, 10, 13,

16

Extend Meaning 2, 17, 18 10, 12, 19 7 2, 5, 12, 22

Test Date:

Writing A1 B1 A2 B2 A3 B3 A4 B4

3.1 Quantitative Literacy

Numbers and Numeracy

Terms1, 2, 3, 5 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 7 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4

3.2 Usage and Conventions

Verb Phrases 4, 8, 11, 12 5, 8, 16, 175, 6, 7, 10,

145, 6, 8, 13

8, 11, 13,

145, 6, 7 7, 8, 9, 13 5, 9, 10, 11

Noun Phrases 6, 7, 9, 16 6, 7, 9, 15 8, 9, 117, 9, 12, 14,

164, 5, 6 8, 9, 10, 11 5, 6, 15 7, 8, 14, 16

Writing Conventions10, 13, 14,

15

10, 12, 13,

1412, 13, 15 11, 15 9, 10, 15 14, 15 10, 11, 12 6, 13

3.3 Sentence Form and Coherence

Sentence Formation 17, 18 11, 18 16, 17 10, 17 12, 16 13, 16 14, 16 12, 15

Sentence Coherence 19, 20 19, 20 18, 19, 20 18, 19, 2017, 18, 19,

20

12, 17, 18,

19, 20

17, 18, 19,

20

17, 18, 19,

20

3.4 Expository Writing

Write to Describe 1, 2 1, 2 1, 2 1, 2 1, 2 1, 2 1, 2 1, 2

Write to Accomplish Tasks 3, 4 3, 4 3, 4 3, 4 3, 4 3, 4 3, 4 3, 4

Extended Writing 5 5 5 5 5 5 5 5

Student Name _______________________________________ Created by ISD AEL Program

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Appendix Page 76

Test Date:

Listening A1 B1 A2 B2 A3 B3 A4 B4

2.1 Quantitative Literacy

Number and Number Terms 1, 2, 3, 5 3, 4, 20, 23 1, 2, 3, 4, 5 1, 4, 5, 19 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 16

2.2 Listen For Information

Discern Sounds 8, 9, 1013, 14, 15,

1610, 11, 12 10, 11, 12

Details 14, 17, 20 22 17 20, 249, 15, 19,

23

7, 14, 15,

19, 23

11, 16, 19,

22

14, 15, 22,

25

Stated Concepts 11, 23 17 23 12, 16 18 12, 17, 23 13, 20, 24

2.3 Interpersonal Skills

Idiom/Expression 21 5, 10 18, 20 7, 16 20, 21 10, 17, 249, 13, 18,

2421

Determine Roles 4, 18 6, 19 6, 7, 16, 21 2, 14, 17 7 5, 6 5, 6 4, 5

Instructions 6, 7 1, 2, 7 8, 9 3, 15 5, 6, 8 7, 8 6, 17

2.4 Interpret Meaning

Cause/Effect 24 18, 25 13, 23 9 10 11, 12 8

Fact/Opinion 17, 24 20 20 9, 10

Main Idea 12, 15, 25 21, 24 14, 24 18, 21, 25 11, 13, 25 13, 16, 22 10, 14 12, 18, 23

Forecast 13, 16 9 19, 22 6, 8, 22 22 8, 25 21 7, 11

Speaker Purpose 19, 22 8, 11, 12 15, 25 13 14, 18 9, 21 15, 25 19

Test Date:

Speaking A1 B1 A2 B2 A3 B3 A4 B4

4.1 Quantitative Literacy

Numbers and Numeracy

Terms1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3

4.2 Social Interaction

Greetings/Inquiries/ Leave-

Takings9, 10 9, 10 9 9

Phone Competency 11 11 10 10 9, 10 9, 10 9, 10 9, 10

Express Opinion 11 11 11 12 7, 8 7, 8

4.3 Provide Information

Instructions/Directions/

Locations4, 5, 6 4, 5, 6 4, 5, 6 4, 5, 6 4, 5 4, 5 4, 5 4, 5

Descriptions 6 6

Narrate/Paraphrase Events 7, 8 7, 8 7, 8 7, 8 6, 7, 8 6, 7, 8

4.4 Accomplish Goals

Requests/Permission 12, 13, 14 12, 13, 14 12, 13, 14 12, 13, 14 12, 13 11, 13 11, 12 11, 12

Express Dissatisfaction/

Apology15 15 15 15 14, 15 14, 15 13, 15 13, 14

Negotiate Meaning 16 16 16 16 16 16 14, 16 15, 16

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Appendix Page 77

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Appendix Page 78

Name: _____________________________________ Date: ___________________

Locator Interview Part B 1. Please write your name.

2. Where are you from?

3. Do you have a car?

4. What time is it now?

5. Can you ride a bicycle?

6. What do you like about this city?

7. How many people are in your family?

8. What will you do on Saturday?

Questions 1-5 Score

1. What is your name?

2. Where do you live?

3. What time is it now?

4. Do you have a car?

5. Can you use a computer?

Questions 6 - 8 Score

6. What do you like about Kansas City?

7. What will you do tomorrow?

8. Tell me about your family?

Locator Interview Part A

Subtotal ________

Subtotal ________

Part B Total Score ________

(Questions 1-8)

Part A Total Score ________

TABE CLAS-E LOCATOR INTERVIEW

Scoring Guide

0 = No Response or not in English / does not address prompt

1 = General Comprehension/lacks grammatical/lexical knowledge

2 = Nearly or Complete Comprehension

Scoring

0-5 = Move to Part B

Above 5 = Continue Part A

Scoring Guide

0 = No Response or not in English /does not address prompt

1 = Some Comprehension/not entirely on topic/appropriate

2 = Comprehension of written prompt/ on topic/appropriate/

some grammatical/spelling Errors

□ Level 1 Listening/Speaking (9 or below)

□ Locator Test Part 2 (10 or above)

□ Level 1 Reading/Writing (9 or below)

□ Locator Test Part 1 (10 or above)

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Appendix Page 79

PART 1

Testing Time: 15 minutes

Starts on: Page 1

SCORE _________

Locator Scores and TABE CLAS-E Test to Administer

Part I (SEM 1.69) Part 2 (SEM 1.58)

1 6 & below 6 & below 1

2 7-9 7-9 2

3 10-12 10-12 3

4 13 & above 13 & above 4

SCORE _________

Level 1 2 3 4 Level 1 2 3 4

Reading & Writing Listening & Speaking

TABE CLAS-E LOCATOR TEST

Name ___________________ Date _____________________

PLEASE DO NOT WRITE IN BOOKLETS!!!!

A B C

F G H

A B C

F G H

A B C

F G H

A B C

1.

2.

3.

4.

5.

6.

7.

A B C

F G H 8.

9.

10.

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A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H J

A B C D

1.

2.

3.

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F G H J

A B C

F G H J

A B C D

F G H J

6.

7.

8.

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12.

13.

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15.

A B C D

F G H

A B C

F G H

A B C

F G H

A B C

PART 2

Testing Time: 15 Minutes (Audio)

Starts on: Page 10

SAMPLE A

SAMPLE B

SAMPLE C

SAMPLE A

SAMPLE B

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Appendix Page 80

Name: _____________________________________ Date: ___________________

TABE CLAS-E (Complete Battery, Forms A & B)

READING

Form Level A B 1 2 3 4

WRITING

Form Level A B 1 2 3 4

Number Correct Scale Score Ed Level

_________ _________ _________

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

1.

2.

3.

4.

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7.

8.

9.

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F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

1.

2.

3.

4.

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6.

7.

8.

9.

10.

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

A B C D

F G H J

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Number Correct Scale Score Ed Level

_________ _________ _________

Testing Time: 25 Minutes Testing Time: 20 Minutes

A B C D

SAMPLE A

F G H J

SAMPLE B

F G H

SAMPLE B

A B C

SAMPLE C

A B C

SAMPLE A

+ _________ Expository Writing Folio

_________

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Appendix Page 81

Name: _____________________________________ Date: ___________________

TABE CLAS-E (Complete Battery, Forms A & 2B)

LISTENING Testing Time: 20 Minutes

Form Level A 1

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

11.

12.

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23.

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A B C

SAMPLE A

F G H

SAMPLE B

A B C

SAMPLE C

F G H

SAMPLE D

Form Level A B 2

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

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3.

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A B C

F G H

A B C

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F G H

A B C

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F G H

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F G H

A B C

13.

14.

15.

16.

17.

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19.

20.

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23.

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25.

A B C

SAMPLE A

A B C

SAMPLE C

F G H

SAMPLE D

Form Level A 3

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

13.

14.

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A B C

SAMPLE A

F G H

SAMPLE B

4

F G H

SAMPLE B

Missouri Training Institute TABE CLAS-E Resources

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Appendix Page 82

Name: _____________________________________ Date: ___________________

TABE CLAS-E (Complete Battery, Forms 1B, 3B, 4B)

LISTENING Testing Time: 20 Minutes

Form Level B 1

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

A B C

SAMPLE A

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

A B C

F G H

A B C

F G H

F G H

SAMPLE B

A B C

SAMPLE C

F G H

SAMPLE D

Form Level B

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

A B C

SAMPLE A

F G H

SAMPLE B

4 Form Level B 3

Number Scale Ed

Correct Score Level ______ ______ ______

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

F G H

A B C

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

A B C

SAMPLE A

F G H

SAMPLE B

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 83

SPEAKING

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

____

____

____

____

____

____

____

____

____

____

____

____

____

Grammar Score

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

0 1 2

0 1 2

0 1 2

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Meaning Score

9.

10.

11.

12.

13.

14.

15.

16.

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

0 1 2 3

____

____

____

____

____

____

____

____

Appropriateness Score

Grammar Raw Score _____ Meaning Raw Score _____ Appropriateness Raw Score _____

Speaking Scale Score _____

NRS Level _____

Items 1-3

0 - Incorrect / No Response

1 - Partially Correct

2 - Correct

Items 9 - 16

Appropriateness

0 - No response / response is not related to prompt

or picture / response is rude

1 - Response is too abrupt or direct, including

some inappropriate language

2 - Response is somewhat appropriate, but lacks

higher-level forms of address

3 - Response is socially appropriate

Items 4-8

Grammar

0 - No response / response not related to

prompt or picture

1 - Two or more types of error in grammar

2 - One type of error in grammar

3 - No errors in grammar

Meaning

0 - No response / response is not related to

prompt or picture

1 - Meaning is unclear and requires

clarification

2 - Meaning is somewhat clear / some

incorrect word choices

3 - Meaning is clear even if grammar is not

entirely correct

SCORING GUIDE

Scale Scores

Grammar _____ +

Meaning _____ +

Appropriateness _____ =

Total _____

Name: _____________________________________ Date: _______________

FO

RM

B

FO

RM

A

1

2

3

4

1

2

3

4

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 84

Writing Part II

Expository Writing Folio Level 1 Form A

PLEASE DO NOT WRITE IN TEST BOOKLETS!!!!

Name:_____________________________ Date:__________________

SAMPLE A: __________________________________________________________

__________________________________________________________

1. _______________________________________________________________

_______________________________________________________________

(2 min.) Score: □0 □1 □ 2 □ 3

2. _______________________________________________________________

_______________________________________________________________

(2 min.) Score: □0 □1 □ 2 □ 3

OFFICE USE ONLY: DO NOT MARK IN THIS SECTION

Expository Writing Folio Subtotal

Item Final Item

Score Conditional Code

(if score=0)

1

2

3

4

5

Add scores for items 1-5 and enter below:

Subtotal

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 85

3.

Hillvale County

Job Application Job Applying _Nurse______________________________________

Name _________________________________________________

Address________________________________________________

Telephone ____________________ Date of Birth______________

(4 min.) Score: □0 □1 □ 2 □ 3

4.

Shopping List

1. Potatoes_______________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

(4 min) Score: □0 □1 □ 2 □ 3

5.

1. _Jimmy Chang lives in Grandview, New York.________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

(15 min.) Score: □0 □ 1 □ 2 □ 3 □ 4

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 86

Writing Part II

Expository Writing Folio Level 1 Form B

PLEASE DO NOT WRITE IN TEST BOOKLETS!!!!

Name:_____________________________ Date:__________________

SAMPLE A: __________________________________________________________

__________________________________________________________

1. _______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3

2. _______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3

Created by ISD AEL Program

OFFICE USE ONLY: DO NOT MARK IN THIS SECTION

Expository Writing Folio Subtotal

Item Final Item

Score Conditional Code

(if score=0)

1

2

3

4

5

Add scores for items 1-5 and enter below:

Subtotal

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 87

3.

Kinley Medical Center Patient Medical History

Gender_____________________ Age___________________________

Name _Donald Rowe_________________________________________

Height_____________________ Weight________________________

Score: □0 □ 1 □ 2 □ 3

4.

1. trash can_______________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

Score: □0 □ 1 □ 2 □ 3

5.

1. _Paula Montez starts work at 8:30 A.M.____________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

Score: □0 □ 1 □ 2 □ 3 □ 4

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 88

Writing Part II

Expository Writing Folio Level 2 Form A

PLEASE DO NOT WRITE IN TEST BOOKLETS!!!!

Name:_____________________________ Date:__________________

SAMPLE A: __________________________________________________________

__________________________________________________________

1. _______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3

2. _______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3

OFFICE USE ONLY: DO NOT MARK IN THIS SECTION

Expository Writing Folio Subtotal

Item Final Item

Score Conditional Code

(if score=0)

1

2

3

4

5

Add scores for items 1-5 and enter below:

Subtotal

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 89

3.

________________

___________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________

___________________ Score: □0 □ 1 □ 2 □ 3

4.

1. Wash the windows._______________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

Score: □0 □ 1 □ 2 □ 3

5.

_Ivan is reading the newspaper._____________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3 □ 4

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 90

Writing Part II

Expository Writing Folio Level 2 Form B

PLEASE DO NOT WRITE IN TEST BOOKLETS!!!!

Name:_____________________________ Date:__________________

SAMPLE A: __________________________________________________________

1. (1)_____________________________________________________________

____________________________________________________________

(2)_____________________________________________________________

____________________________________________________________

Score: □0 □ 1 □ 2 □ 3

2. (1)_____________________________________________________________

____________________________________________________________

(2)_____________________________________________________________

____________________________________________________________

Score: □0 □ 1 □ 2 □ 3

Created by ISD AEL Program

OFFICE USE ONLY: DO NOT MARK IN THIS SECTION

Expository Writing Folio Subtotal

Item Final Item

Score Conditional Code

(if score=0)

1

2

3

4

5

Add scores for items 1-5 and enter below:

Subtotal

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 91

3.

Party Invitation_________________________________

___________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________

___________________ Score: □0 □ 1 □ 2 □ 3

4.

1. Read the newspaper ads.________________

2. _____________________________________

3. _____________________________________

4. _____________________________________

5. _____________________________________

Score: □0 □ 1 □ 2 □ 3

5. _Lydia’s car is out of gas.___________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Score: □0 □ 1 □ 2 □ 3 □ 4

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 92

Writing Part II

Expository Writing Folio Level 3 & 4 Form A & B

PLEASE DO NOT WRITE IN TEST BOOKLETS!!!!

Name:_____________________________ Date:__________________

SAMPLE A: __________________________________________________________

__________________________________________________________

1. _______________________________________________________________

_______________________________________________________________

(2 min.) Score: □0 □ 1 □ 2 □ 3

2. _______________________________________________________________

_______________________________________________________________

(2 min.) Score: □0 □ 1 □ 2 □ 3

OFFICE USE ONLY: DO NOT MARK IN THIS SECTION

Expository Writing Folio Subtotal

Item Final Item

Score Conditional Code

(if score=0)

1

2

3

4

5

Add scores for items 1-5 and enter below:

Subtotal

□ Level 3 □ Level 4

Created by ISD AEL Program

□ Form A □ Form B

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 93

3.

________________

___________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

_________________________

_________________________

(4 min.) Score: □0 □ 1 □ 2 □ 3

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 94

4.

________________

___________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

_________________________

_________________________

(4 min.) Score: □0 □ 1 □ 2 □ 3

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 95

5.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

(15 min.) Score: □0 □ 1 □ 2 □ 3 □ 4

Created by ISD AEL Program

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 96

List of Usable products

Portable CD Players – Classroom/group use

Personal CD Players – Individual/small group use

Headphones – for personal CD Players

Mini-jacks – connects to personal cd players for small group use (this type of product

can accommodate varying numbers of students, all dependent on the product

purchased).

Test Dividers (useful in areas with limited space to prevent cheating opportunities)

Display Book Easels (may be beneficial for those administering the speaking test –

prevents students from seeing the scripted sections and scoring of the test)

Test Timers (you can also project test timers through the use of an overhead

projector/smart board)

Missouri Training Institute TABE CLAS-E Resources

Trulaske College of Business University of Missouri

Appendix Page 97