ELAT_1 & ELAT_2 by Tony Gough

EnglishSupportServices

ELAT_1 & ELAT_2

English Language Assessment Tests Based on the

Common European Framework for Language Reference

Anthony Gough BA (Hons)

-2-

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SAMPLE COPY

For Your Information The information contained in this sample is copyrighted, and may not be used for the purposes of testing under any circumstances. You may view the contents as many times as you wish, but you are required to contact English Support Services at the address shown below, should you wish to use ELAT_1© and ELAT_2.© The enclosed information is only a small part of the complete ELAT_1© & ELAT_2.©

For further details contact Anthony Gough at the following email address englishsupport.de@gmail.com

THANK YOU FOR YOUR INTEREST

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THE ELAT_1© & ELAT_2© English Language Assessment Tests are based upon the EAQUALS-ALTE EUROPEAN LANGUAGE PORTFOLIO (ACCREDITED MODEL NUMBER 06.2000) & conforms to the agreed common European principles and guidelines

Copyright © remains with the author of the English Language Assessment Tests, Anthony G. Gough BA (Hons), and under no circumstances should any or all parts of this document be photocopied or reproduced in anyway without the permission of the author. However, the English Language Assessment Tests may be photocopied should there be a reasonable reason for them to be copied, e.g. where the tests are carried out on behalf of English Support Services (see link below) or by a nominated individual due to there being no availability of a proscibed individual being available to carry out testing, normally a recognised and accepted language teacher/trainer. However, where copied the author must be informed prior to the use of ELAT_1© & ELAT_2© and can be contacted at English Support Services. In addition, all completed English Language Assessment Tests remain the property of the ‘institution’ where such screening tests are/were conducted, and are strictly for the purpose of the institution's records, updating language portfolios, and evidence of an individual's ability at a certain level. NB: The use of ‘institution’ refers to any individual or organisation that uses either ELAT_1 or ELAT_2, or both in pursuance of assessment and testing.

EnglishSupportServices© ELAT_1© & ELAT_2© ENGLISH LANGUAGE ASSESSMENT TESTS (Based on the Common European Framework for Language Reference)

The English Language Assessment Tests ©

Using the ELAT_1 & ELAT_2 English Language Assessment Tests. The English Language Assessment Test has been designed to be used in two distinctly different ways, both based on the Common European Framework for Language Reference (CEF). ©

ELAT_1 identifies individual CEF levels, thus enabling English teachers/trainers to place individuals in their correct CEF group level. ©

ELAT_2 works on the principle of a ‘Pass or Fail’ system, which reflects the needs of a company with regard to a level of English that the company considers sufficiently fluent to ensure a level of operational use. ©

Please note that ELAT_1 and ELAT_2 serve completely different purposes, the latter, © ELAT_2 , in particular, is much broader in its aims and differentiates on the grounds of an © all round ability to use the English language. The former, ELAT_1 , is designed more narrowly and serves only to distinguish the CEF level the individual is at. ELAT_1

Advice to individuals conducting ELAT_1© of the English Language Assessment Test. When using these English Language Assessment Tests, do so with the intention that 1. ELAT_1© is used only for the purposes of identifying the appropriate CEF level. 2. The composition of the English Language Assessment Test is designed, and based upon, the CEF B1/B2 level, and may be considered to be a sufficiently ‘safe’ enough assessment test to make a sound judgement when allocating CEF levels based on the score recorded. 3. The assessment test serves only to indicate a CEF level, which approximates to the individual level of competence in the English language, as indicated by the total average percentage score of the individual tested. 4. The English Language Assessment Test is based upon a realistic appraisal of what the individual is able to do, on the day of actual testing, thus showing what the language capabilities of the individual are. 5. The English Language Assessment Test averaged percentage score more accurately reflects an individual’s actual English language ability, rather than what level of competence has been reached before. 6. The marking of the assessment test is be carried out by at a ‘nominated centre’, located at a site which is independent of the location, personnel and commercial enterprise where ELAT_1© has taken place. 7. All completed, and unmarked, assessment test papers will be forwarded, via email, to the nominated centre.

EnglishSupportServices© 8. When the ELAT_1© assessment test is held at a place other than the nominated centre, for extraordinary reasons and mutually agreed by all concerned parties, it will be held at a nominated centre under the invigilation of a nominated individual externally. The invigilator will receive the appropriate section of the assessment test, normally Part 1, within 2 working days of the assessment test taking place. 9. Part 2 of the assessment test, oral assessment, will be conducted via telephone from the nominated centre by the agreed method of communication.

ELAT_2

Advice to individuals conducting ELAT_2© of the English Language Assessment Test. When using these English Language Assessment Tests, do so with the intention that 1. ELAT_2© is used only for the purposes of identifying a ‘Pass/Fail’ mark. 2. The composition of ELAT_2© is designed, and based upon, the CEF B1/B2/C1 level, and may be considered to be a sufficiently ‘safe’ enough test to make a sound judgement when awarding a ‘Pass/Fail’ mark based on the score recorded. 3. For the purposes of clarification, individuals who have taken the test will be awarded a ‘Pass/Fail’ mark depending on their individual score. 4. Any individual who receives a score of 70% shall be considered proficient in the use of the English language, and be considered fluent for the purpose of their employment. 70% shall be the minimum ‘Pass’ mark. 5. Where an individual is considered to be ‘borderline’, recording a mark of 65 – 69%, consideration will be given so that an allowance can be made to compensate for any deviation in performance due to stress, illness, or for any other reason that may have had a detrimental effect on the total score. However, a score below 70% will automatically be classified as ‘Fail’, and any adjustment made after consultation with the individual’s line manager, and others if considered necessary. 6. Where an individual scores below 65% no such consideration shall be given for poor or weak performance, and the individual will be marked ‘Fail’ accordingly. 7. The marking of the assessment test is be carried out by at a ‘nominated centre’, located at a site which is independent of the location, personnel and commercial enterprise where ELAT_2© has taken place. 8. All completed, and unmarked, ELAT_2 © test papers will be forwarded, via email, to the nominated centre. 9. When the ELAT_2© test is held at a place other than the nominated centre, for extraordinary reasons and mutually agreed by all concerned parties, it will be held at a nominated centre under the invigilation of a nominated individual externally. The invigilator will receive the appropriate section of the assessment test, normally Part 1, within 2 working days of the test taking place. 10. Part 2 of the assessment test, oral assessment, will be conducted via telephone from the nominated centre, or by a mutually agreed method of communication.

EnglishSupportServices© Time required for the English Language Assessment Test ©

ELAT_1 and ELAT_2

Part 1 – Listening, Reading and Writing = One hour (60 minutes) + 15 minutes preparation time. Part 2 – Speaking = 30 minutes per individual. Part 1 & Part 2 of the English Language Assessment Test is normally conducted on separate days. Exceptions can only be made in special circumstances, and a minimum of 5 working days notice is required.

Guidelines Listening (Part 1) For ELAT_1© & ELAT_2©, individuals will listen to provided audio material, e.g. literature and news type items, to reflect the type of listening material they would normally encounter as native speakers. Each extract will be heard only once. For ELAT_1© the listening material is normally based on some form of audio literature e.g. talking book, but can also include audio material based on ‘real life’. For ELAT_2© the listening material is more demanding and normally based around commentaries by individual speakers, using a variety of accents/dialects. Reading For ELAT_1© & ELAT_2© the reading exercises reflect the level of difficulty the individual is expected to encounter according to the CEF. Exercises set are demanding, and expose individuals to a variety of English not normally met in ‘academic’ course books for example. Writing For ELAT_1© & ELAT_2© the writing tasks set are based on what an individual is likely to encounter in their normal every day working and personal lives. For ELAT_1©, and whilst every encouragement should be given to individuals to produce grammatically correct work, correct spelling etc, greater weight will be given to whether the written work is easily understood, used in the right context, has the correct meaning, and correctly answers the question, in accordance with the objectives set out in the CEF. For ELAT_2©, answers should be grammatically correct, as should spelling, structure, and register. The level of language should reflect the level the individual is at and must show the appropriate levels of sophistication. Depending on the answer, allowance may be made for small or slight grammatical errors; this is discretionary and depends entirely on the individual answer. Spoken Communication (Part 2) For both ELAT_1© and ELAT_2© , the oral component is broken down into three parts, Interaction, Production, and Strategies. These reflect the type of difficulties individuals will be expected to deal with in a wide range of situations and use. There should be no attempt by the trainer/teacher to help the individual should the individual experience any difficulties. This is extremely important as the trainer/teacher is trying to establish the extent of the individual's oral skills, and cannot do this if the individual is helped in any way. For both ELAT_1© and ELAT_2©, the level of spoken language should reflect the assessment test being taken by the individual. For example, an individual, taking the assessment test at ELAT_1© is likely to make some mistakes in their use of grammar, suffer from a lack of vocabulary, and incorrectly use phrases etc, allowance should be made for this, but if mistakes are serious and impede

EnglishSupportServices© understanding, individuals should be marked accordingly. Equally, those taking the ELAT_2© assessment test are faced with a broader range of testing elements, wiithin the three parts, and whilst it is assumed that errors will occur these will be marked more rigorously than in ELAT_1©.

EnglishSupportServices© Guidelines for Marking Overall Scores ©

Both ELAT_1 & ELAT_2 are based on an averaged percentage score. This is to take into account © individual strengths and weaknesses across all the English language skills assessed, ELAT_1 , or © tested, ELAT_2 . There is no pass/fail for each individual language skill tested. Such an approach is to reflect the use of English language skills in every day situations. Furthermore, it is not the intention of either the assessment or testing process to ‘penalise’ an individual for any English language weakness in a particular area. Whilst ‘model’ answers are given in the answer sheets, these are based on the material used, individuals should not be ‘punished’ for giving an answer that largely conforms to the model answer, but which may be slightly different in terms of the language used. The question that should be asked is ‘Does the answer given, broadly reflect the meaning, context and understanding of the model answer, based upon the question asked?’ If the answer is ‘yes’ then individuals should be awarded the highest points possible, rather than ‘punishing’ them because the answer, although correct, does not use exactly the same wording as the model answer.

Listening (Part 1) ©

1. For both ELAT_1 & ELAT_2 , each correct answer is awarded one mark. 2. Individuals should not be penalised for poor spelling, or grammatical errors. ©

3. For ELAT_1 , where short answers are required, providing the answer given by the individual contains the words used in the ‘model’ answer provided (see answer sheets at the end of this book), a full mark should be given. 4. Where the exercise is ‘true/false’, the correct answer is the one given in the answer sheet. ©

5. For ELAT_2 , to reflect the notion that the listening material is more demanding, awarded marks are based on the answer given. Thus, the answer given by the individual should either be that given in the answer sheet, or an answer that approximates to the one given in the answer sheet, this is to make adjustments/allowance for the use of e.g. synonyms, colloquisms etc.

Reading ©

1. For ELAT_1 & ELAT_2 the reading exercises reflect the level of difficulty the individual is expected to encounter according to the CEF. Therefore each exercise carries its own particular mark depending on the exercise itself. 2. Individuals should only be penalised for spelling and grammar errors when they use direct quotations, names, places and other words from the text given. Individuals should not be penalised for attempting to use the English language in the accepted sense. 3. Where there are errors in spelling or grammar in the use of simple phrases, prepositions etc, these should be marked accordingly; e.g. does the error constitute a serious impediment to the meaning, context and understanding? Does the error occur on a regular basis or is it a ‘one-off’ mistake? 4. Where exercises require an answer based on the text given, one (1) mark is awarded. 5. Where exercises require an answer in the form of a summary, the maximum mark is 10 points.

Writing ©

1. For ELAT_1 & ELAT_2 the writing tasks set are based on what an individual is likely to encounter in their normal everyday working and personal lives. ©

2. For ELAT_ 1, the maximum mark for each exercise is fifteen (15) points and should be marked according to the requirements of the B1/B2 level of the CEF. Of fundemental

EnglishSupportServices© importance is ‘does the written answer accurately reflect the ‘spirit’ and ‘interpretation’ of the requirements and objectives in the CEF?’ If the answer to that is yes, then the mark given should reflect this. ©

3. For ELAT_2 , the maximum mark for each exercise is fifteen (15) points and should be marked according to the requirements laid down in the CEF, giving greater weight to answers at B2/C1 levels. Additionally, the marking should be much ‘firmer’ than is the case at © ELAT_1 , due to there being the expectation that the individual has sufficiently higher © English language skills, at ELAT_2 , than in the assessment test. 4. Consequently, there should be sufficient evidence of the correct grammar being used, correct spelling (but credit can be given for incorrect spelling of difficult or unusual words), structure and register. All of these factors must be taken into account when marks are given. Spoken Communication (Part 2) ©

1. For both ELAT_1 and ELAT_2 , the mark given for the oral component is one (1) mark per question, and in specific examples one half mark (½) may be awarded. ©

2. For ELAT_1 , individuals taking the oral component should be allowed some flexibility in how they are marked with greater attention paid to the context, meaning and understanding rather than a ‘strict’ adherence to the ‘rules of grammar’. ©

3. ELAT_2 , individuals tested should give answers which directly answer the question asked. In the main there is much less flexibilty in how marks are awarded, however, where there is evidence of an individual trying to perfom to the best of their ability, then allowance should be made if errors occur.

Marking Scheme ELAT_1

Scoring System for Level of English %

Level

0 - 49 50 – 64 65 – 74 75 – 84 85 – 94 95 – 100

A1 A2 B1 B2 C1 C2

ELAT_2

Scoring System for Level of English %

Fail Borderline Fail

Pass Comments

0 - 29 30 - 39 40 - 49 50 - 59 60 - 64

Virtually no English language skills Able to speak a very basic/simple form of English Can speak/write enough English to be understood Can use English with some effect if helped Can use English to cope with ‘normal’ situations

65 - 69

Has a higher basic level of English fluency

70 - 100

Can cope with almost every English language situation

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Common European Framework Language Tests The following pages contain

ELAT_1© English Language Assessment Tests The test is divided into 4 sections

1. Listening 2. Reading 3. Writing 4. Speaking The Test is taken in two parts

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Part 1 = Listening, Reading and Writing

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Part 2 = Speaking

Each part is conducted on separate days.

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ELAT_1ÂŠ (Question Sheet)

-------------------------------------------------------------------------------------------------------------------------Name: ______________________________________ Date: ______________________________________

Score 0 0 /

Company: ___________________________________ Department/Project __________________________ --------------------------------------------------------------------------------------------------------------------------

Instructions 1. You will be told when to start the English Language Assessment Test. 2. You may look at the questions before you begin the Assessment Test. 3. You will begin with the Listening Section. 4. The Reading & Writing Sections may be completed in any order. 5. All questions must be answered, or an attempt made to answer. 6. All answers must be written in the space provided. 7. You will be informed five minutes before the end of the Assessment Test that the test is about to finish. 8. You must stop writing when told that the Assessment Test is finished. 9. Any questions must be asked before the Assessment Test begins. 10. Any questions asked during the Assessment Test will not be answered. GOOD LUCK!

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ELAT_1© English Language Assessment Tests

Part 1 This section of the assessment test is

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Listening

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ELAT_1© – LISTENING 'The Sign of Four’. You are going to hear the first two chapters of the Sherlock Holmes story. You will hear each chapter only once.

To complete this exercise you must follow the story and place an ‘X’ indicating your answer In the 'True/False’ column. Chapter One "A visitor for Sherlock Holmes" Question

True False

Dr. Watson had retired from the army Sherlock Holmes & Dr. Watson shared an apartment in London Sherlock Holmes was not interested in getting lots of money for his work The housekeeper brought in a card on a silver tray Sherlock Holmes did know Miss Morstan Miss Morstan wanted Sherlock Holmes to help her

To complete this next exercise you must continue to follow the story and write your answer in the answer box using no more than 6 words. Chapter Two "Miss Morstan's story" Question

Answer

What was Miss Morstan's father? What did Miss Morstan receive when she was 17 years old? What was the name of the man advertised in the newspapers? What was the date Captain Morstan disappeared? Who was Major Sholto? What was in the flat box?

That concludes the Listening. Now continue with the remainder of the Assessment Test.

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ELAT_1© English Language Assessment Tests

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Reading

EnglishSupportServices© ELAT_1© - READING On the following 2 pages you are required to complete 2 reading exercises; please read the instructions making use of all the information you are given.

Exercise C. Read the following newspaper article and answer the questions below – 1 to 8 word answers. An Egyptian donkey is jailed for theft It was reported in the local Cairo news media that an Egyptian donkey had been sent to jail for stealing corn on the cob from a field belonging to an agricultural research centre in the Nile Delta. The donkey and its owner were caught at a police checkpoint that had been set up after the institute's director complained that someone was stealing his crops, the state-owned Al-Ahram daily reported. The unnamed ass was found in possession of the research institute’s corn and a local judge sentenced him to a day in prison. The donkey’s owner escaped going to jail with a fine of 50 Egyptian pounds (nine dollars, six euros). Question Who published the article? What was jailed for stealing? What vegetable was stolen? Where was the field situated? Who complained to whom? What is the ‘state-owned Al-Ahram daily’? What is another name for a donkey? Who sentenced the ‘criminal’? How long was the thief gaoled for? How much in euros is 25 Egyptian pounds?

Answer

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ELAT_1 - READING Exercise L. Read the following article and summarise the main points, using your own words – 50 to 70 words. "Can you reset the Internet for me?" Computer help desks are used to dealing with strange requests but occasionally there are questions that leave the best of them flummoxed. For example: "Why isn't my wireless mouse connected to the computer?" Or: "Can you reset the Internet for me?" Then there was the individual who enquired: "Where can I get software to track UFOs?" Presumably it wasn’t the same individual who called to report that "a skunk ate my cable." Robert Half Technology,based in Menlo Park, California, asked 1,400 chief information officers from across the United States to come up with the most strange questions their user help desks or technical support teams had ever received. Amongst the more unusual were:     

"My computer is telling me to press any key to continue. Where is the 'any' key?" "Can you rearrange the keyboard alphabetically?" "My daughter is locked in the bathroom, can you pick the lock?" "Can you tell me the weather forecast for next year?" "Can you install cable TV on my PC?"

Then there was the person who mistook the CD-ROM drive for a drinks holder and asked: "How do I get my computer's coffee-cup holder to come out again?" Katherine Spencer Lee, executive director of Robert Half Technology, said such queries were a test of the skills of the help and technical support desks. "These unusual requests highlight the need for technical support personnel to also demonstrate patience, empathy and a sense of humor," she said. Write your summary here:

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ELAT_1© English Language Assessment Tests

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Writing

EnglishSupportServices© ELAT_1© - WRITING Complete the following two exercises in your own words, using the appropriate style. Write about a business trip you went on. (50 – 70 words)

Write a letter to a company complaining about the bad service you received when you called asking them to fix a software problem you had in your laptop operarating system. Write your answer here (80-100 Words).

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ELAT_1© English Language Assessment Tests

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Speaking

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ELAT_1ÂŠ - SPEAKING Spoken Interaction I would like you to describe in as much detail as possible something that you find interesting. Do you think that tourism in Germany is a positive thing for Germans? I want you to imagine that you are going to book a seven-day holiday through a travel agent, describe how you would book the holiday. Describe what events make you happy, sad, and indifferent. Have you noticed how much weight John has put on recently? Give your opinion and view about that statement, as though you are with a group of friends. Eating many salads is good for your health. Agree with this statement politely. I hate eating ice cream. Disagree with this statement politely. Spoken Production I would like you to describe an experience, saying what you felt and how you reacted. I would like you to describe what your dreams, hopes, and ambitions are for the future. I want you to explain and give reasons for any plans you may have in your life. I want you to describe the plot of a favourite film, and how you felt when you were watching it. Strategies I want you to say which phrases you use to gain time when you have problems with talking, and trying to work out what to say next. I want you to explain what happens when you make a mistake during talking, and how you correct that mistake. I want you to explain how you correct a 'slip of the tongue', how you know that you have made the mistake, and how you prevent such mistakes from becoming a misunderstanding.

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ELAT_2ÂŠ (Question Sheet)

Score 0 0 /

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Listening

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ELAT_2ÂŠ - LISTENING Exercise C You are going to listen to ten people talking about various subjects. Identify what the speaker is talking about (The answer is between 1-6 words). You will hear each extract only once.

Question What is Prime Minister Rabin talking about? What topic is Amelia Earhart talking about? What is Noel Coward discussing? What is George Bush Senior talking about? Who does Mahatma Ghandi talk about? What issue is Ira Ghandi talking about? What is Margaret Thatcher saying about women? What is General Douglas McCarthy talking about? What does John F. Kennedy want to see happen? Which nation's people is Mary Robinson talking about?

That concludes the Listening. Now continue with the remainder of the Assessment Test.

Answer

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Part 1 This section of the assessment test is

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Reading

EnglishSupportServices© ELAT_2© - READING Reading Exercise B Read the following story and answer the questions below – 1 to 8 word answers. It goes without saying that growing up in a village can be an exciting and adventurous time. Often, when I was 9, I would sneak into the vicarage and scramble up the apple trees scrumping tasty apples, or in autumn climbing high into the horse chestnut tree to collect the best chestnuts, so I could beat everyone at school when it came to show who was the best at conkers. Often during the school holidays, I would leave home early in the morning. Off I would shoot, a couple of cheese sandwiches, a bottle of water, and a biscuit or two, hurriedly stuffed into the old haversack my granddad gave me. The old battered bag had seen better days, but that didn't matter, for it contained all my worldly possessions. In a side pocket, I had my magnifying glass, so I could look at the creepy crawlies, spiders, and the like. In another, I had pieces of string, a box of matches, a torch, my treasured penknife, and other stuff I thought would be useful to survival in the wilderness. Question What was growing up like? How old was I when I went into the vicarage? What does 'scrumping' mean? What is'conkers'? What food was taken? What did I carry in my bag? What did I use the magnifying glass for? What could I use to make a fire? ' What would I use to cut the string? What is useful for surviving in the wilderness?

Answer

Read the following letter and answer the questions below – 1 to 8 word answers. Dear Claire I'm a in the last year of college doing my 'A' levels, and I keep having a lot of time off sick due to illnesses the doctors can't seem to find an answer for. As you will no doubt appreciate, I'm falling behind with my studies and my place at university is under threat if I don't do well. Mum and dad were really helpful to begin with, but know have started to believe that I'm just being lazy and don't want to study. I feel really stressed, which is not helping, and sometimes I'll spend a lot of time in my bedroom feeling depressed and crying a lot. Friends are concerned, but even they are staying away from me, as I don't go out much and keep refusing to spend much time with them. I'd really appreciate any advice you can give me, and look forward to hearing from you. Best wishes Penny Question Who is the letter to? What is the writer of the letter? What is the writer studying? What is under threat? Who thinks the writer is lazy? What does the writer feel? What doesn't the writer do a lot of? What would the writer appreciate? What does the writer look forward to? Who is the writer?

Answers

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Writing

EnglishSupportServicesÂŠ ELAT_2ÂŠ - WRITING Exercise D Write a formal letter to a hotel you stayed at during a business trip, praising them for the service you received, the helpfulness of the staff, and the attention to detail that ensured you had a relaxing time whilst at the hotel . (150-200 Words) Write your answer here:

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Part 2 This section of the assessment test is

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Speaking

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ELAT_2ÂŠ - SPEAKING Exercise B

Spoken Interaction I want you to engage me in a conversation, on the topic of hunting. I want you to speak generally about matters which may upset you, and which you find funny. I want you to describe an event, or experience, which has effected you in some way and the difference it has made to your life. I want you to describe how you would keep a discussion going if your partner is having problems in understanding what you are trying to say, and how you would invite others to join in the discussion. I want you to express an opinion about sporting stars, and how useful is their contribution to society in general.

Spoken Production I would like you to describe an experience, saying what you felt and how you reacted. I would like you to describe what your dreams, hopes, and ambitions are for the future. I want you to explain and give reasons for any plans you may have in your life. I want you to describe the plot of a favourite film, and how you felt when you were watching it.

Strategies I want you to say which phrases you use to gain time when you have problems with talking, and trying to work out what to say next. I want you to explain what happens when you make a mistake during talking, and how you correct that mistake. I want you to explain how you correct a 'slip of the tongue', how you know that you have made the mistake, and how you prevent such mistakes from becoming a misunderstanding.

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Part 1 Answers for:

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Listening Reading Writing

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