The document provides instructions and guidance for administering a speaking placement test for teens. It includes information on test timing, scoring, example student responses, examiner prompts, and tips for before, during, and after the test. The test assesses a student's speaking ability based on the Common European Framework of Reference for Languages (CEFR) and is intended to help recommend an appropriate course book level.
The document provides instructions and guidance for administering a speaking placement test for teens. It includes information on test timing, scoring, example student responses, examiner prompts, and tips for before, during, and after the test. The test assesses a student's speaking ability based on the Common European Framework of Reference for Languages (CEFR) and is intended to help recommend an appropriate course book level.
The document provides instructions and guidance for administering a speaking placement test for teens. It includes information on test timing, scoring, example student responses, examiner prompts, and tips for before, during, and after the test. The test assesses a student's speaking ability based on the Common European Framework of Reference for Languages (CEFR) and is intended to help recommend an appropriate course book level.
The document provides instructions and guidance for administering a speaking placement test for teens. It includes information on test timing, scoring, example student responses, examiner prompts, and tips for before, during, and after the test. The test assesses a student's speaking ability based on the Common European Framework of Reference for Languages (CEFR) and is intended to help recommend an appropriate course book level.
Test Information Please read the following information before starting the test.
Timing: Maximum 15 minutes, including warmer and closing.
Scoring sheet: ollow the instructions after each section before moving on to the next section. F If the student took the Teen Online Placement Test (Grammar and Vocabulary, Listening and Reading), refer to the additional instructions for scoring before recommending a course book.
Example speech: ote examples of student language on the scoring sheet. This information can be shared N with students and parents and used to support course placement recommendations. The example speech included on the teacher prompt pages are possible 3-point responses.
sk the recommended examiner prompts and move to the next prompt if the student Examiner prompts: A can produce enough language to achieved a particular can-do.
Clarification: If the student doesn’t produce the intended language, rephrase or ask similar questions until you feel confident in assigning a score.
Useful Tips Before the test: Familiarize yourself with the Test Information page. Collect the Teen Placement Test: Speaking Scoring Sheet and review the student’s name, age and online test results.
Starting the test: Greet the student.
Sit with the student facing into the room. Use the warm-up page provided to build rapport.
During the test: Give the student time to answer questions.
Don’t finish the student’s sentences. Move to the next section if the student is finding the prompts too easy. Don’t place students based on knowledge of your existing groups. Make notes of specific language used. Rephrase the question if the student doesn’t understand. This isn’t a listening test!
Ending the test: Finish the test with an easy question that you know the student can answer. Smile and thank the student before leaving the room.
After the test: sk another member of the academic team, or your academic manager, for help if you are A unsure in which level to place a student. Make notes under Strengths and Recommendations on the Scoring Sheet. Use the points from both parts of the test (speaking and online) to choose a recommended entry book for the student.
CEFR Level B1.2 Can give his/her opinion, then summarize and answer follow-up questions about a topic. Can express him/herself with relative ease. Despite some pauses, he/she is able to keep speaking effectively without help.
Do you like to read?
Why / why not? What is the last book you read? What was about?
What is your favourite movie, book or TV show? Why?
Many movies are made about famous books. Would you rather read the book or watch the movie? Why?
What changes might a movie director make when making a book into a movie? Why would they want to make this change / these changes?
Sample 3-pt language at this level:
“Definitely read! If I want to read,
I can just go to my bookshelf …” Do you like to read? Why / why not? “I think reading is more interesting than watching a movie.”
What is the last book you read? What was the “It’s about a boy called Merlin …” book about? “I read a book about the Ming Dynasty.”
Would you rather read the book or watch the “I seldom watch movies.” movie? Why? “Definitely the movie! I don’t like to read.”
CEFR Level B2.1 Can give clear, detailed descriptions on subjects related to his/her interests, and supporting ideas with relevant examples. Can express him/herself clearly and without much sign of having to restrict what he/she wants to say.
Tell me about someone you want to be like.
Why would you like to be like him/her? What did he/she do or achieve? How do you think he/she was able to achieve his/her goals? What challenges do you think he/she had to overcome?
Sample 3-pt language at this level:
“I think my dad is a person
Tell me about someone you would like I want to be like …” to be like? “I want to be like my mother …”
“I would like to be the servant to the emperor
because they can influence the emperor if they are good.” Why would you like to be like him/her? “A woman was hit by car, most people just keep walking. My dad helped her get a taxi to the hospital and save her life …”
CEFR Level B2.2 Can engage actively in extended conversation about technology and other topics related to his/her life. Can express ideas and opinions with precision, and convincingly present complex lines of argument.
What is the most important piece of technology that you use regularly? How has this technology impacted your daily life? How do you think will be used in the future? If you could change or improve this technology somehow, what would you change and why?
How has technology changed peoples’ daily lives?
Do you think these changes are mostly positive or negative? Why?
Sample 3-pt language at this level:
“My air conditioner because I can’t deal with
the heat very well.” What is the most important piece of “My laptop I suppose – I’d like to say my technology that you use regularly? e-reader, but it isn’t true.”
“My phone, definitely my phone!”
How do you think will be used “They might overtake consoles as gaming in the future? machines.”
If you could change or improve this “If I could improve something, it would be …” technology somehow, what would you change and why? “I would make the battery last longer …”
CEFR Level C1.1 Can easily participate in complex discussions about humanitarian efforts in the world. Can express him/herself fluently and spontaneously on complex topics.
What do you know about climate change?
What do you think are the main causes of climate change? How did you first become aware of the issue?
What is being done to solve the issue of climate change?
Whose responsibility is it to solve this problem? Why? How do you think humans should be trying to stop climate change?
Sample 3-pt language at this level:
“I learned that cows are a significant
What do you think are the main causes of contributor to pollution from a report from the climate change? US-China joint collaboration on clean energy.”
“I think the government as the elected
Whose responsibility is it to solve representatives of the people should lead the this problem? Why? way in deciding the best course of action.”
CEFR Level C1.2 Can argue a position convincingly, answering complex questions and counter arguing fluently, spontaneously and appropriately. Can qualify opinions and statements precisely in relation to degrees of certainty.
What major problems do you think the world will face in the future? Why do you believe that’s likely? What might be the cause/causes of the issue?
What would you say to someone that doesn’t believe that this will be a problem? How would you convince them to change their mind? Why might some people disagree with you?
Sample 3-pt language at this level:
“Well, I would be a very evidence-based
Why do you believe that’s likely? person.”
“I could show them a huge amount of
information and treaties from several global How would you convince them to change meetings, for example ... I think it was their mind? Copenhagen ...”
“If they still didn’t believe me, I could express
my personal feelings and my experiences.”
“Either they are not so sensitive to news
Why might some people disagree with you? sources, or they just don’t believe the news.”
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Acknowledgements
Written by: John Wallen
Assessment Manager: Rachel Cleary Publishing Director: Cassandra Burgess Creative Director: Luis Castro Design: Albert Creus Illustrations: Albert Creus Printed by: Asia One, in Hong Kong SAR.
Ashmore & Jussim - Richard D. Ashmore, Lee Jussim-Self and Identity - Fundamental Issues (Rutgers Series On Self and Social Identity) - Oxford University Press, USA (1997)
Ashmore & Jussim - Richard D. Ashmore, Lee Jussim-Self and Identity - Fundamental Issues (Rutgers Series On Self and Social Identity) - Oxford University Press, USA (1997)
