EAL Schools Syllabus

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EAL for Schools Series
Common European Framework (CEF) Levels A1-B2/C1

National Language Standards (NLS) Levels 1-4
(Pre-Entry and Entry Levels, and Levels 1-3)
ESB EAL SCHOOLS SYLLABUSES
ADVANCED 2
ADVANCED 1
INTERMEDIATE 3
INTERMEDIATE 2
INTERMEDIATE 1
FOUNDATION 3
FOUNDATION 2
FOUNDATION 1
PRE-FOUNDATION
INTRODUCTORY CERTIFICATE
OF SUCCESS
2011-12
ESB JUNIOR AND SENIOR SCHOOLS

SYLLABUSES
SENIOR PROFICIENCY/ACSE/ACLA
SENIOR THREE
JUNIOR FOUR SENIOR TWO

JUNIOR TWO JUNIOR THREE
JUNIOR INTRODUCTORY JUNIOR ONE
SCHOOLS ENGLISH AS AN ACQUIRED LANGUAGE Assessments

FOUNDATION, INTERMEDIATE AND ADVANCED LEVELS
ESB: General Introduction
ESB Assessment Programmes for Schools for Foundation, Intermediate and Advanced Levels
ESB Assessment Programme Flow Chart
Equivalence Chart between ESB EAL levels and the levels of the
Common European Framework and the National Language Standards
Guide to similarity of outcomes between ESB Schools Spoken English and

EAL Schools syllabuses
The National Languages Standards 2000 The Language National Training Organisation
Council of Europes Global Scales and Descriptors
Pre-School Syllabus:
Introductory Certificate of Success, Levels 1 & 2
10
Junior EAL Foundation Level Syllabuses:

Tasks, Language and vocabulary requirements and criteria
Pre-Foundation level
Foundation Level Stage 1
12
Content Summary Grid for Senior Foundation, Intermediate, Advanced levels
24
Senior EAL Intermediate Level Syllabuses:

Intermediate Level Stage 1
34
Candidates with particular requirements
44
Content Summary grid for Junior Foundation and Intermediate levels
11
Junior EAL Intermediate Level Syllabuses:

20
Senior EAL Foundation Level Syllabuses:

Pre-Foundation level
26
Senior EAL Advanced Level Syllabuses:

Advanced Level Stage 1
Advanced Level Stage 2
40
Recommended sources of EAL readers for ESB EAL Junior and Senior levels
45
GENERAL INTRODUCTION
The following gives a brief outline of ESBs provision and assessment processes.
Aims
The English Speaking Board was founded in 1953 to promote and assess effective, confident and constructive oral
communication skills for all levels and all ages. The emphasis is very much on spoken English as a practical and
enjoyable life skill, with the focus at assessment on the candidate both as a speaker and as an active listener sharing
knowledge and ideas with others.
Provision
ESB provides qualifications in Spoken English through four main series of assessment programmes:
Junior/Senior/Advanced Senior
Entry Level to Level 3

Vocational/Business
Level 1 to Level 5
Certificate of Achievement
Entry Level
English as an Acquired Language (EAL)
Pre-Entry to Level 5
Format and Progression

Most ESB programmes focus on four assessment tasks exploring a range of skills. In each series there is a common
core of presentation skills and interactive questions and discussion. The presentation focuses on knowledge and
skills based on the candidates own experience, vocational context or interests, appropriately illustrated with visual
aids. Other tasks, depending on syllabus and level, may include literary interpretation through reading and
memorisation, telephone or interviewing skills, current affairs, debate, etc.
Each series of programmes is designed to encourage progression. The skills required at each stage are distinguished
by increasing demands of thought, shaping, language and technique appropriate to context and level.
Guided learning hours are flexible to allow for entries throughout the year, individual rate of progress and context
for delivery. E.g. as the focus for a short course or to complement/assist delivery of e.g. GNVQ, NVQ or English in
the National Curriculum, usually over 1-3 terms according to level and application.
Assessment and Awarding

All assessment is external, carried out on-site at user centres by a trained team of visiting examiners throughout the
U.K. and overseas. All ESB assessors are independent of the centres where they assess. (ESB usually uses the term
examiner for its Junior/Senior Grades, and assessor for the Adult EAL, Vocational/Business series and Certificate
of Achievement programmes).
Assessment takes place within a participating peer group, as candidate interaction is an integral part of the
assessment. Each candidate must be in a group of at least five other candidates to give opportunities for each to
demonstrate listening and responding skills as well as competence as a speaker. Assessment is designed to be a
supportive process. The assessment process itself is independent and the tutor is not involved in the process or
outcome but is invited to observe part or all of the assessment process as part of the formative nature of the
programme.
Oral competence is complemented by visual aids, notes and written support materials where appropriate, prepared
in advance of assessment to assist in fulfilling performance tasks and assessment criteria.
Each candidate receives an individual written narrative report within five working days of the assessment (UK). All
successful candidates will receive a certificate within approximately 6 weeks giving syllabus, level, stage and grade
of Pass.
Booking and Administration

Booking is straightforward. Assessments are booked at least three months in advance to ensure candidates have
sufficient time for preparation and so that an appropriate assessor can be allocated. Centres are asked to give a choice
of two preferred dates for the assessment session. The administrative team at ESBs head office provide on-going
support and can also refer organisers to a specialist helpline for syllabus queries if required. Full administrative
guidance, including information on the centre approval process, is available from ESB head office. The Handbook
for Organisers includes procedures for the assessment day and guidelines on candidate numbers.
ESB ASSESSMENT PROGRAMME FLOW CHART

GENERAL OBJECTIVES
INDIVIDUAL LEVELS/STAGES
TASKS
PERFORMANCE
CRITERIA
(level/stage objectives)
ASSESSMENT
CRITERIA
(level/stage outcomes)
Criteria met
Criteria not met
LEVEL OF ATTAINMENT
(award level)
Unsuccessful
INTRODUCTION TO EAL ASSESSMENT PROGRAMMES FOR SCHOOLS FOR FOUNDATION,

INTERMEDIATE AND ADVANCED LEVELS
The aim of the EAL for School series of programmes is provide a focus and framework for progressive mastery of
Spoken English communication in English as an Acquired Language from Year group 1 to A level or equivalent,
with the emphasis on presentation skills delivered in a group context. The skills assessed include listening to,
speaking to and responding to an audience, and interpretation of stimulus material.
ESBs OVERALL OBJECTIVES
The programmes for Junior and Senior EAL Levels/Stages are designed to:
Encourage discrimination in the choice of subject matter
Develop skills of research and organisation in structuring source material

Encourage expertise in the design and use of visual aids
Place the candidate in authority, thus developing confidence and spontaneity in addressing others, known and unknown
Develop skills in shaping and signposting presentations for an audience
Give practice in the discipline of working to time limits
Give practice in group interaction to enable debate and discussion with active, perceptive listening skills
Promote access to a variety of factual and imaginative writing from which the candidate can make a reasoned, individual choice for
interpreting and sharing ideas and emotions
Promote appreciation of spoken language and its techniques, including effective reading aloud
Promote the interaction of candidates and examiner at assessment and to enable each candidate to benefit from individual informed
encouragement and feedback
Provide a full written report for each candidate which provides detailed evidence of achievement including guidance on areas for
improvement
Provide opportunities for progression as part of a series of assessments with levels/stages.

This series of assessments provides programmes for progression in EAL. The series focuses on practical oral
communication within the context of the participating group. ESB EAL qualifications are appropriate as a distinctive
complementary programme for students on the National Literacy programme, taking Key Stages 1-4. They are also
appropriate as a distinctive complementary programme for students taking a Key Skills qualification (and
corresponding GCSEs) such as the Key Skill qualification in Communication or the Wider Key Skills qualifications.
They can be used as an intrinsic part of a Curriculum Enrichment programme, as part of lateral and linear progression
routes. There are also opportunities for students on GNVQ/NVQ programmes, on work experience or who are about
to be in employment where there are or will be language training programmes. They are also suitable for children
overseas attending a language school, extra-curricular language classes or as part of the foreign languages
programme within the school curriculum.
Each level/stage has its own criteria for each section to reflect specific emphases and the progressive mastery of
knowledge, skills and understanding as specified in the syllabus tasks. A specific level of pass gives articulation
between levels/stages and helps to measure readiness for the next level/stage. Pass indicates the minimum level at
which criteria have been met for the level/stage. Higher levels/stages of attainment are based on evidence at each
level/stage of the increasing degree of independence, skill and control in: selecting, shaping and presenting
information and ideas; handling equipment and visual aids; interpreting literary and factual stimuli; fluency,
confidence, technique, language skills and sensitivity in sharing communication.
Tasks and Performance Criteria. The assessment tasks (syllabus) and Language and Vocabulary requirements, and
the assessment criteria for each Level/Stage are side by side for easy reference. The tasks flesh out the content
summary and are in turn further defined by the criteria. The performance criteria say what the candidate must do
in order to achieve the Learning Outcomes (task requirements). The criteria are addressed to the candidate.
The Assessment Criteria. The grading indicators articulate the requirements to be met in order to achieve one of
the levels of attainment for each section of the EAL assessment.
Levels of Attainment. At assessment each section is awarded a level of attainment. The overall award level is the
aggregate for the four sections. The talk/presentation carries double weighting unless indicated otherwise. (i.e. 40%
of the total award) Each of the other three tasks carry equal weighting, i.e. each one is equal to one fifth of the total
award. The individual candidate report gives the individual level of attainment for each task and the aggregate
(overall) level. The aggregate level is the one recorded on the certificate.
Grading Levels for EAL Schools. ESB maintain three standardisation bands - Pass, Merit and Distinction.
At Pass and Merit there is a qualifier grade available for reports and certification to acknowledge the top 10% of
candidates within either band.
Candidates who achieve a Pass at the higher level will have their certificates endorsed as Good Pass.
Candidates who achieve a Merit at the higher level will have their certificates endorsed as Merit Plus.
Prcentage marks are not given on Reports or Certificates but grades start at the following points:
Pass: 50%; Good Pass: 60%; Merit: 70%; Merit Plus: 80%; Distinction: 90%
The Equivalence Chart demonstrates ESBs interpretation of its alignment of EAL levels against the levels of the
Council of Europe and the National Language Standards.
The Global Scales and Descriptors are drawn up by the Council of Europe (COE) and ESB works within the broad
framework of these descriptors: Performance for ESB, has the emphasis on practical oral communication skills,
and the General ESB Objectives clarify this emphasis. ESBs distinctive criteria requirements are further detailed
within each Level and Stage.
The National Language Standards, drawn up by the Languages National Training organisation, measure the
practical use of language in a vocational and vocationally-related context.
Content Summary Grids. A content summary grid is given before the Junior and Senior syllabuses. The grids give
an overview of content for each Level/Stage so that users can see the comparative and progressive requirements at
a glance.
It is recommended that each candidate has a copy of the syllabus programme so that he
or she can refer individually to the assessment tasks for the level/stage entered.
Equivalence Chart
The chart below demonstrates ESBs interpretation of its EAL alignment against the levels of the
Council of Europe and the National Language Standards.
ENGLISH SPEAKING BOARD
ESB EAL
Common
European
Framework
CEF
National
Language
Standards
NLS
Adults EAL Oral
C2 - Level 6
Mastery
Higher Certificate
Advanced 2
Advanced 1
Advanced 2
Advanced 1
B2 - Level 4
Vantage
Intermediate 3
Intermediate 3
B1 - Level 3
Threshold
Intermediate 2
Intermediate 1
Intermediate 2
Intermediate 1
A2 - Level 2
Waystage
Foundation 3
Foundation 2
Foundation 3
Foundation 2
Foundation 1
Pre-Foundation
Foundation 1
Pre-Foundation
Certificate of Success
Certificate of Success
C1 - Level 5
Effective
Operational
Proficiency
A1 - Level 1
Breakthrough
Schools EAL Oral
GUIDE TO SIMILARITY OF OUTCOMES BETWEEN ESB SCHOOLS SPOKEN ENGLISH AND ESB
EAL SCHOOLS SYLLABUSES
The two series of assessments are aligned for similarity of outcome in a class of native and non-native speakers
of English where the age and cognitive development might he broadly the same. However, the EAL Schools
syllabuses allow for the different stages of linguistic development for non-native speakers of English for whom
English is not the first language. The EAL series also allows for lateral and linear progression within the EAL
syllabuses and onto the mainstream Schools syllabuses. NB Please note that due to the mismatch between
cognitive and linguistic development, the two series of assessments will not be aligned at the same levels on the
National Qualifications Framework.
ESB JUNIOR AND SENIOR SYLLABUSES
ESB EAL SCHOOLS SYLLABUSES

ADVANCED 2
SENIOR PROFICIENCY/ ACSE/ACLA
ADVANCED 1
SENIOR THREE
INTERMEDIATE 3
INTERMEDIATE 2
JUNIOR FOUR - SENIOR TWO
INTERMEDIATE 1
FOUNDATION 3
JUNIOR TWO - JUNIOR THREE
FOUNDATION 2
FOUNDATION 1
JUNIOR INTRODUCTORY - JUNIOR ONE
PRE-FOUNDATION
INTRODUCTORY CERTIFICATE OF SUCCESS
Council of Europes GLOBAL SCALES AND DESCRIPTORS - Strasbourg 1998 version

(P. 131 8.4.3 A proposal for Common Reference Levels Table 6)
Proficient User
C2
C1
Independent User
B2
B1
Basic User
A2
A1
Can understand with ease virtually everything heard or read. Can summarise information from different
spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express
him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more
complex situations.
Can understand a wide range of demanding, longer texts and recognise implicit meaning. Can express
him/herself fluently and spontaneously without much obvious searching for expressions. Can use language
flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured,
detailed texts on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Can understand the main ideas of complex texts on both concrete and abstract topics, including technical
discussions in his/her field of specialisation. Can interact with native speakers quite possibly without strain
for either party. Can produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a
topical issue giving the advantages and disadvantages of various options.
Can understand the main points of clear standard input on familiar matters regularly encountered in work,
school, leisure, etc. Can deal with most situations likely to arise while travelling in an area where the
language is spoken. Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions, and briefly give reasons and explanations
for opinions and plans.
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
very basic personal and family information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of information on familiar and routine
matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in
areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person talks slowly and clearly and is prepared to help.
THE NATIONAL LANGUAGE STANDARDS 2000 - The Languages National Training Organisation (NTO)
The following descriptors are taken, with the permission of the Languages National Training Organisation, from the
National Language Standards 2000, which are subject to Crown Copyright. These are the standards upon which
language NVQs are based and as such have been submitted for approval by QCA to the Projects and Standards
Approvals Group and have received that approval.
LEVEL
DESCRIPTOR
FOUR
Competent in a broad range of complex language tasks in the users specialist area, performed in a wide
variety of contexts in which flexibility of linguistic structures is essential. Fluency is only interrupted by the
most conceptually difficult topics and the user can interact skilfully in discussion, contributing to and helping
to maintain coherence.
FIVE
THREE
TWO
ONE
Competent in the full range of complex language tasks across a wide and often unpredictable variety of
contexts. Command of idiom and grammatical structures permits expression of the finest nuances. Applies a
significant range of language strategies from an extensive repertoire, continuously updated to meet
challenging requirements. Interactive skills allow complete and harmonious control of any discussion and
constant review of its content and direction.
Competent in a varied range of language tasks, both factual and expressive, performed in a variety of
contexts. Repertoire is wide and adaptable to the unexpected and grasp of the grammatical system is mainly
secure.
Competent in a limited range of language tasks, performed in familiar work and social contexts. Repertoire
is equal to most routine language tasks, and the user has sufficient grasp of grammar to cope with some nonroutine tasks.
Competent in a limited range of predictable and simple language tasks, using mainly set expressions and
simple combinations of these. Capable of some rehearsed grammatical manipulations.
EAL INTRODUCTORY CERTIFICATE OF SUCCESS
This Certificate is for pre-school and school children who are beginning to enjoy learning to speak a little English and it
is therefore a certificate of Encouragement. It may be awarded at Level 1 or 2.
All the conversations take place in very informal situations, depending on the age and/or school class of the child. The assessor walks
round the room with one or two, or a group of children; or sits at child level when the children are:
doing class work and/or working on projects or doing activities such as drawing, playing with constructional material, or engaging in
dramatic and imaginative play.
Level 1
This is very basic and assessors operate a very flexible approach. Responses will be formulaic and with the support of non-verbal
communication and they will be in the form of single words or short, fragmented phrases.
Level 2
Responses will be in the form of words, phrases and incomplete sentences and with the support of non-verbal communication. Simple
formulaic questions by the children are expected at this level.
LANGUAGE
USAGE LANGUAGE
Personal Information - all

I can say Hello and Goodbye.
to be in the affirmative, interrogative and negative

forms
have got/to have in the affirmative, interrogative and
negative forms
subject personal pronouns
I can say how I am.

I can say my name.
I can spell my name.
possessive adjectives
I can say my age.
indefinite and definitive article
I can say when my birthday is.
singular and plural of nouns
I can say if I have got any brothers/sisters.
Formulaic usage of Present Simple affirmative and

negative in the first and second person singular only
Functions - some
I can say Please and Thank you.
vocabulary
I can apologise.
*I can make requests for daily information.
I can answer requests for daily information.

I can say what I like and dont like.
I can follow simple instructions.
I can understand someone asking me questions about me

and my family.
I can understand someone talking about him/herself and
his/her family.
*I can ask questions about someone and his/her family.
I can say a nursery rhyme.
I can sing a song.
*Level Two
10
me
my family
food
drink
colours
animals
days of the week
months of the year
my classroom
numbers 1-20
letters of the alphabet
prepositions of place
CONTENT SUMMARY GRID FOR JUNIOR EAL LEVELS
All tasks take place in a participating group context.

Sections 1 & 2 (Talk and Prepared reading/text) are given solo unless indicated otherwise in syllabus.
Section 3 (Using Language/Meeting Situations) is with one other person unless indicated in syllabus/instructions at assessment.
Multiply individual time by number of speakers.Ensure balance of preparation and input. All tasks are mandatory
Time
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
(Pre-Foundation Foundation 1: CEF-see Junior Introductory/Junior 1)

Pre-Foundation
5 minutes
Show and tell

1-2 minutes per candidate
Show and tell listeners about a
favourite toy or item.
Prepared Reading/Text
1 minute per candidate
Speak by heart a rhyme or poem
sing a song.
or read a practised short poem or
passage. (max. 100 words)
Introduce text with title/author.
Using Language
one or two questions
from examiner about yourself.
Listening/Responding
Foundation 1
6-7 minutes
Show & Tell

Show and tell the listeners all
about a favourite toy or item or a
photograph of someone in
family/friend.
or show and tell a
diagram/drawing of your home or
school.
or sing a song,
Using Language
Answer one or two questions
from examiner about yourself
(Foundation 2 - Foundation 3: CEF A2 - see Junior 2 - 3)
Answer simple questions

from examiner and group on
talk.

talk. Ask others questions
after their talks.
Foundation 2
8-11 minutes
Show & Explain

Show and describe to the listeners
an object, model, game, piece of
equipment and explain what you
do in your hobby,
or show and describe a photo or
picture of someone. your home or
school or scene and explain what
is happening
or sing a song;
Using Language
2 minutes per candidate
and ask the examiner one or
two questions too.
Listening/Responding in
Conversation
talk and ask others questions
after their talks. Join in very
simple conversation on
familiar topics with question
and comments.
Foundation 3
11-12 minutes
Explaining How
Present a talk with a
demonstration explaining how
you achieved, made. grew or
found something of interest to
you;
or use a map or diagram to
describe the area in which you
live and explain how to get to
your school. etc.
Reading Aloud
Read a practised short poem or
passage (max. 200 words);
or read instructions from a game.
recipe. hobby or directions from
a map. (max. 200 words)
Introduce text with title/author and
give reasons for your choice.
Using Language
Working in pairs, ask each
other two or three questions
about likes/dislikes. daily life
and future plans.
Conversation
talk. Ask others questions
after their talks. Join in
simple conversation with
question and comments, and
very simple discussion on
familiar topics.
(Intermediate 1- Intermediate 2: CEF B1 - see Junior 4 - Senior 2)

Intermediate 1
12-14 minutes
Oral Presentation/prepared
Talk 3-4 minutes per candidate
Present a talk on a topic of
personal interest which might
include a demonstration;
or describe a personal
experience/event;
or describe the plot of a
film/book, or tell a story
or describe plans fur next
summer/year.
Reading to listeners
Read a practised poem, short story
extract from a simplified reader
(max. 200 words).
or read a dramatised dialogue
with another candidate.
(max. 200 words each)
Introduce the text, giving reasons
why you chose it.
Meeting Situations
Respond appropriately to
simple practical daily
situations in pairs.
conversation/discussion
Answer questions after your
talk. Participate in more
extended conversation.
Contribute to discussion with
opinions, agreement and
disagreement.
Intermediate 2
13-16 minutes
Practical Instruction/prepared
Present a talk on a skill/activity
that you have acquired with
instructions and a demonstration;
or describe a special
occasion/event;
or describe the plot of a
film/book; or tell a story & your
feelings/reactions;
or describe hopes. plans. dreams
for next summer/year.
Read a practised poem, short story.
(max. 250 words);
or read a dramatised dialogue
with another candidate.
Introduce the text, setting it in
context.
Meeting Situations
practical daily situations in
pairs, triads or small groups.
Open exchange of ideas
11
Contribute as listener and

speaker in extended
conversation. Contribute to
discussion with opinions,
agreement/disagreement.
Express reasons to support
thoughts, ideas, opinions.
JUNIOR EAL LEVELS 6+ - 11+ National Curriculum Year Groups 1 - 6

JUNIOR EAL PRE-FOUNDATION (See SE J. Intro.) on the way to Breakthrough Al
Total individual time: 5 minutes
Section 1: Show and Tell (1 - 2 minutes per child)

Bring along a favourite toy or something that is special to you and tell the listeners about it.
Section 2: Prepared reading/text (1 minute per child)

Older candidates - Read aloud a prepared short poem or rhyme or a passage (max. 100 words) that you enjoy and which
you have practised from a simplified reader or a book appropriate to your level of English. Introduce the text with the title
and the author.
Very young candidates - Speak by heart a short rhyme or poem, or sing a song that you enjoy and have practised in
English.
Section 3: Using language (1 minute per child)
The examiner will ask you one or two questions about yourself. This might happen at the beginning of the assessment.
Section 4: Listening and responding

Be prepared to answer simple questions from the examiner and the listening group on the toy or item you have brought.
Language
Vocabulary
To have
Numbers: time, date, price etc.
I can use some words to talk about:

Countries and nationalities
I can use the following appropriately:

To be
Years, seasons, months, days
Have got
Family
Yes/No questions
Clothes
Respond to wh. questions
Parts of the body
Articles
Pets and animals
Singular and plural of countable nouns
Home
Demonstratives
Food and drink
Subject personal pronouns
School and classroom
Possessive adjectives
Hobbies and interests
Simple adjectives
Religious and cultural activities
Simple sentence structure
Games
Toys
Health
Weather
*Adjectives to describe:
colour
physical attributes of animals and people
shape of objects
12
JUNIOR EAL PRE-FOUNDATION (See SE J. Intro.) on the way to Breakthrough A1

SHOW AND TELL 1-2 minutes per child
I can name parts of a toy or something that is special and describe it.
I can prepare the description with very basic vocabulary and fixed expressions.
I can greet the group and introduce myself and my description.
I can describe my toy or item to the group without learning by heart or reading.
I can describe my toy or item using cue cards or other prompts to maintain the flow and order.
I can show my toy or item as part of my description.
I can try to speak audibly and clearly.
I can communicate with some understanding, allowing for some hesitation and errors.
I can try to make eye contact at the beginning or end of the talk.
(I can try to answer very simple questions from the group.)
PREPARED READING/TEXT 1 minute per child

I can prepare and read aloud a short poem, rhyme or piece of prose;
or I can learn and speak by heart a short rhyme or poem, or sing a song.
I can stand or sit as appropriate and hold the text firmly.
I can recite, read or sing it to the group audibly.
I can recite, read or sing with some clarity.
I can try to make eye contact at the beginning or end of the reading/text.
USING LANGUAGE 1 minute per child

I can understand some very simple questions about myself.
I can answer some very simple questions about myself.
I can give the appropriate information with accurate use of language.
I can try to make myself understood using nonverbal communication.

I can ask someone to repeat something when I dont understand.
LISTENING AND RESPONDING

I can try and answer very simple questions from the group after my talk
I can listen carefully to others talking.
I can understand someone who speaks very slowly, clearly and simply with long pauses.
I can understand and follow some very short, simple instructions.

13

JUNIOR EAL FOUNDATION ONE (See SE J. Intro./Junior 1) Breakthrough A1
Total individual time: 7 minutes
Bring a favourite toy or something that is special to you;
or a photograph of someone in your family or a friend;
or a diagram/drawing of your home or school,
and tell the listeners all about it.
Section 2: Prepared reading/text (1 minute per child)
Older candidates - Read aloud a prepared short rhyme or poem, or a passage (max. 100 words) that you enjoy and have
practised from a simplified reader or book appropriate to your level of English. Introduce your text with the title and author.
Very young candidates - Speak by heart a short rhyme or poem, or sing a song that you enjoy and have practised in
English.
Section 3: Using language (1 minute per child)
Be prepared to answer questions from the examiner and listening group after your talk. Listen carefully to others and ask
them questions after their talk.
Language
Vocabulary
To have
Numbers: time, date, price
I can use some words to talk about:


To be
Have got
Family
Present simple affirmative
Clothes
Present continuous
Parts of the body
Simple imperatives
Pets and animals
Yes/No questions
Home
Food and drink
Articles
Singular and plural of uncountable nouns
Demonstratives
Games
Toys
Health
Possessive pronouns
Weather
Simple adjectives
Prepositions of place
colour
physical attributes of animals and people
shape of items
14
JUNIOR EAL FOUNDATION ONE (See SE J. Intro./Junior 1) Breakthrough A1

SHOW AND TELL 1-2 minutes per child
I can describe a favourite toy or something that is very special to me;
or a photograph of someone in my family or a friend;
or a diagram/drawing of my home or school.
I can construct a simple talk which shows some knowledge and understanding of the subject.
I can prepare the talk using essential basic vocabulary and fixed expressions.
I can greet the group and introduce myself and my talk.
I can give the talk to the group without learning by heart or reading.
I can give a talk using cue cards or other prompt to maintain the flow and order.
I can speak loudly and clearly.
I can communicate with understanding allowing for some hesitation and errors.
I can use audio/visual aids without passing them round during the talk.
I can make some eye contact at the beginning and end of the talk.
I can keep to the time limit.
I can invite questions from the group.
(I can answer simple questions from the group and assessor.)
PREPARED READING/TEXT 1 minute per child
I can prepare and read a short rhyme, poem or piece of prose;
I can recite, read or sing it to the group audibly.
I can pronounce correctly the words in the prepared text.
I can pause at a full stop.
I can make eye contact at the beginning or end of the reading/text.
USING LANGUAGE 1 minute per child
I can understand very simple questions about myself.
I can answer very simple questions about myself.
I can say what my family and friends are doing now.
I can answer simple questions from the group and assessor after my talk.
I can understand someone who speaks very slowly, clearly, simply with long pauses.
I can follow the gist of very short talks and conversations on every day matters.
I can extract specific information from talks on every day matters.
I can ask very simple questions about very familiar topics.
I can answer very simple questions in very simple sentences about very familiar topics.
I can make myself understood using nonverbal communication.
15

JUNIOR EAL FOUNDATION TWO (See SE Junior 2) on the way to Waystage A2
Total individual time: 8 - 11 minutes
Bring along an object, model, game, piece of equipment or special clothing to help you describe a hobby or interest of yours
and explain what you do;
or bring along a photograph or picture of a friend, someone in your family, your home, school or a scene, show it, describe
it and explain what is happening.
Section 2: Prepared reading(text (1 - 2 minutes per child)
Older candidates - Read aloud a prepared short rhyme or poem, or a passage (max. 150 words) that you have practised
from a simplified reader or book appropriate to your level of English. Introduce your text with the title and author.
Very young candidates - Speak by heart a short rhyme or poem, or sing a song in English;
or read aloud a prepared short rhyme or poem, or a passage (max. 150 words) that you have practised from a simplified
reader or book appropriate to your level of English. Introduce your text with the title and author.
Section 3: Using language (2 minutes per child)
The examiner will ask you two or three questions about yourself and you can ask the assessor questions too. This might
happen at the beginning of the assessment.
Section 4: Listening and responding in conversation
Be prepared to answer simple questions from the examiner and the listening group on your talk. Listen carefully to others
and ask them questions after their talk. Join in very simple conversation on familiar topics with questions and comments.
Language
Vocabulary
I can use appropriately:
Present Simple V. Present Continuous
I can use words to talk about:

Id like to + infinitive
Family
Future-going to
Numbers: time, date, prices etc.
Past Simple of verb to be/to have

Clothes
I like+verb+ing
Colours
Ask/respond to wh. questions
Parts of the body
Can
Pets and animals
S./pl. countable/uncountable nouns
Home
much/many
Food and drink
Object personal pronouns
Quantifiers
More adjectives
Some adverbs
Games
Prepositions of time and place
Toys
Simple co-ordinating conjunctions
Health
Simple and compound sentences
Weather
colour
physical attributes of people/animals
shape of objects
16
JUNIOR EAL FOUNDATION TWO (See SE Junior 2) on the way to Waystage A2

SHOW AND EXPLAIN 2-3 minutes per child
I can describe a hobby or interest of mine and explain what I do;
or I can describe a photograph/or picture of someone in my family, a friend or a scene, my home or school and explain
what is happening.
I can prepare the talk with essential vocabulary, fixed expressions and some accurate and appropriate use of the linguistic
structures prescribed in the syllabus.
I can give a talk using cue cards or other prompts to maintain the flow and order.
I can speak loudly and clearly and with understanding.
I can make some eye contact during the talk.
(I can answer questions from the group.)
PREPARED READING/TEXT 1-2 minutes per child
I can prepare and read a short poem or rhyme, or a piece of prose;
I can recite/read/sing it to the group loudly and clearly.
I can approximate key consonants and vowels.
I can show some understanding in my face and voice.
I can use some basic intonation patterns.
I can apply stress at word level.
I can use the schwa, the neutral vowel, at word level.
I can make eye contact at the beginning and end of the reading/text.
USING LANGUAGE 2 minutes per child
I can understand simple questions about my personal and daily life.
I can answer simple questions about my personal and daily life.
I can give the appropriate information accurately.
I can ask the assessor simple questions.
LISTENING AND RESPONDING IN CONVERSATION

I can answer questions from the group after my talk.
I can listen carefully to others talking
I can understand someone who speaks slowly/clearly with long pauses.
I can understand and follow simple instructions.
I can follow the gist of short conversations/short talks on every day matters.
I can extract specific information from short conversations/short talks on every day matters.
I can ask Wh. questions about people and personal details, and familiar topics.
I can ask Yes/No questions about people and personal details, and familiar topics.
I can answer simple questions in simple sentences about people and personal details, and familiar topics.
I can give more extended responses about people and personal details, and familiar topics.
I can join in and add to simple group conversations about people and personal details, and familiar topics.
I can express likes and dislikes.
17

JUNIOR EAL FOUNDATION THREE (See SE Junior 2 - 3) Waystage A2
Section 1: Explaining How (3 - 4 minutes per child)
Present a clearly~constructed talk in which you explain and demonstrate how you achieved, made, grew or found
something which interests you. Use diagrams, maps, pictures, objects or other visual, or audio material, to support your
talk.
or bring in a map or diagram, describe the area in which you live and explain how to get to your school, home, shops, clubs,
etc.
Section 2: Reading aloud (2 minutes per child)
Read aloud a prepared short poem or passage (max. 200 words) from a simplified reader or book that you enjoy which is
appropriate to your level of English and have practised. Introduce your text with the title and author and give reasons for
your choice;
or read a set of instructions from a game, recipe or hobby; or read directions from a map.
Section 3: Using language (2 minutes per child)
Working in pairs, you will ask your partner two or three questions about him/herself, his/her likes/dislikes, daily life and
future plans. Your partner will also ask you two or three questions.
Section 4: Listening and responding in conversation and simple discussion
Be prepared to answer questions from the examiner and listening group on the subject of your talk. Listen carefully to others
and ask them questions after their talk. Contribute to conversation on familiar topics; make comments and agree and
disagree in simple discussion.
Vocabulary
Language

Numbers: time, date, prices etc.
Family
Clothes
Parts of the body
Pets and animals
Home
Food and drink
Free time and entertainment
Local environment
Shopping
Transport
Special occasions
Holidays
Games
Health
Weather
colour
physical attributes of animals/people
shape and texture of items/feelings
I can express the following appropriately:

Past Simple of regular verbs
Past S. of high frequency irregular verbs
Present Perfect Simple with just
Future - Present Continuous
Love/like + verb + ing
Simple question tags
Must
Can/could
Might
Comparatives of adjectives
Adverbs of time and frequency
Prepositions of place, time, position
More co-ordinating conjunctions
Multiple compound sentences
18
JUNIOR EAL FOUNDATION THREE (See SE Junior 2 - 3) Waystage A2

EXPLAINING HOW 4 minutes per child
I can bring in pictures, objects, maps, equipment, etc and explain and demonstrate how I achieved, made, grew or
discovered something which interests me;
or bring in a map or diagram, describe the area in which I live and explain how to get to my school, home, shops, clubs,
etc.
I can construct and organise the talk which shows some knowledge and understanding.
I can prepare a talk with accurate and appropriate use of the linguistic structures and vocabulary prescribed at this level.
I can give a talk using cue cards or other prompts to maintain fluency and form.
I can speak loudly and clearly and with good understanding.
I can select and use audio/visual aids without passing them round during the talk.
I can make some eye contact during the talk
I can bring the talk to a firm conclusion.
(I can answer simple questions from the group.)
READING ALOUD 2 minutes per child
I can prepare a short poem or a paragraph from a simplified reader, or a set of instructions from a game, recipe or
hobby, or read directions from a map.
I can recite/read/sing it to the group audibly
I can approximate key consonants and vowels,
I can group words into sense phrases using punctuation.
I can apply stress at word and sentence level.
I can use the schwa, neutral vowel, at word and sentence level.
I can make eye contact with the group at the beginning and end of the reading/text.
USING LANGUAGE 2 minutes per child
I can ask another student about his/her personal and daily life.
I can talk about myself and my daily life.
I can ask and talk about likes and dislikes.
I can ask and talk about future plans.
I can give the appropriate information with mostly accurate use of language and vocabulary.
LISTENING AND RESPONDING IN CONVERSATION AND DISCUSSION
I can answer simple questions from the group after my talk.
I can listen carefully to others talking and indicate when I am following.
I can understand someone who speaks slowly, clearly and directly to me.
I can understand longer instructions and give short, simple instructions.
I can extract specific information from short conversations/talks on every day matters.
I can ask questions about people and personal details, and familiar topics.
I can answer questions about people and personal details, and familiar topics.
I can take part in short conversation on familiar topics and add to and maintain it.
I can begin to understand the main points of discussion on everyday topics.
I can begin to engage in simple group discussion and express agreement and disagreement.
19

JUNIOR EAL INTERMEDIATE ONE (See SE J. 4/S. Intro.) Threshold B1
Section 1: Oral presentation - prepared talk (3 - 4 minutes per child)
Prepare a talk in which you explain a topic of personal interest from your school or out-of-school life, and which might also
include a demonstration. Use diagrams, maps, pictures or other visual, or audio material to support your talk. If you work
with others, let each speaker contribute a different aspect.
or prepare a clearly-constructed talk on a topic which interests you which might include:
describing a personal experience or an event;
or describing the plot of a film or a book, or telling a story;
or describing my plans for next summer or next year.
Section 2: Reading to your listeners (2 minutes per child)
Read aloud a prepared poem a short story, or an extract that you have practised from a simplified reader
or a book, which might be religious or holy and which is appropriate to your level of English, (max. 200
words). Introduce the text, giving reasons why you chose it;
or a prepared dramatised dialogue with an/other candidate/s. (max. 200 words each)
Section 3: Meeting situations (3 minutes per child)
Working in pairs, respond appropriately to simple practical daily situations such as giving directions, a demonstration or
instructions. Fluency is more important than accuracy
Section 4: Listening and responding in conversation and discussion
Be prepared to answer questions from the examiner and the listening group after your talk. Listen carefully to others and
participate in more extended conversation. Contribute to discussion when appropriate, giving opinions, and expressing
agreement and disagreement.
Vocabulary
Language
I can use words and phrases to talk about:

Family and friends
Relationships
Feelings and emotions
Home and the environment
Leisure activities and entertainment
Education and school
Language and languages
Travel and transport
Special occasions
Sports, health and fitness
Weather, climate and the world around us
Daily life
Shopping
Fashion and youth culture
Music and the pop world

Past Simple of irregular verbs
Past Continuous
Past Simple v. Past Continuous
Present Perfect Simple + adverbs of frequency
Past Simple v. Present Perfect
Future - Present Simple
Future - Will
Verb + infinitive v. verb + ing
Used to
Multi-word verbs
Must v. have to
Should v. ought to
May/might
Can/could
Indirect questions
Zero/first conditional
Simple passive forms
Adverbs of manner, place, time
Comparative and superlative of adjectives
Comparatives and superlatives of adverbs
Nouns/verbs/adjectives + prepositions
Relative pronouns
Subordinating conjunctions
Multiple compound, and complex sentences
*Collocations
20
JUNIOR EAL INTERMEDIATE ONE (See SE J. 4/S. Intro) Threshold B1
ORAL DEMONSTRATION/PREPARED TALK 3-4 minutes per child

I can prepare a talk in which I explain and demonstrate a topic of personal interest from my school or out-of-school life;
or I can prepare a talk on a subject which interests me and describe: a personal experience or an event, a film, a play or
a book; or tell a story
or describe my plans for next summer or next year.
I can structure, organise, and prepare the talk with visuals. cue cards or other prompts.
I can present a talk with some accurate and appropriate use of the linguistic structures prescribed in the syllabus.
I can give my talk to the group without learning by heart or reading.
I can give my talk using cue cards or other prompts unobtrusively.
I can select and use audio/visual aids appropriately without passing them round to the audience during the talk.
I can speak clearly. audibly and with awareness of the importance of expression.
I can make some use of nonverbal communication including eye contact during the talk.
I can bring the talk to a conclusion and keep to the required time limit.
I can open up the talk to group discussion at the end.
(I can engage in discussion.)
READING TO YOUR LISTENERS 2 minutes per child

I can prepare and read a poem, short story or piece of prose or extract from a simplified book reader which might be
religious or holy,
or read a dramatised dialogue with an/other candidate/s.
I can show secure control of those criteria prescribed for Reading Aloud at F3 level.
I can introduce the text with the title and author.
I can read clearly and with sufficient projection to be audible to all the group.
I can approximate certain consonant and vowel sounds.
I can use some basic intonation patterns appropriately.
I can control pace.
I can use punctuation to mark pauses.
I can apply word and sentence stress.
I can make eye contact during the reading.
MEETING SITUATIONS 3 minutes per child
I can understand the situation.
I can understand my role in the situation.
I can initiate and respond appropriately and accurately to my partner.
I can recognise the needs of my partner.
I can try to meet the needs of my partner.
I can communicate clearly, simply and with courtesy.
I can check for understanding.
I can try to reach a satisfactory outcome.

I can engage in discussion after my talk.
I can listen attentively and with interest to others speaking.
I can understand someone who speaks clearly and at a controlled pace.
I can understand speech at normal speed on subjects I have learned about.
I can ask for and follow detailed directions and instructions.
I can answer and ask questions and give extended responses.
I can follow everyday conversation.
I can enter unprepared in conversation on familiar topics, topics of interest/routine daily life with growing
fluency/confidence.
I can start, maintain and close simple conversation.
I can express and respond to feelings.
I can generally follow the main points of extended discussion.
I can engage in and contribute to discussion with growing fluency and confidence.
I can ask for and express opinions and cite facts, and express agreement and disagreement politely.
I can use some communication strategies: repeat to confirm. ask for clarification, ask for repetition of particular
words/phrases. invite correction. substitute for unknown word.
21
JUNIOR EAL LEVELS 6+ 11+ National Curriculum Year Groups 1 - 6

JUNIOR EAL INTERMEDIATE TWO (See SE S.1 - 2) Threshold B1
Section 1: Practical instruction/prepared talk (4 - 5 minutes per child)
Prepare a well-constructed talk in which you give clear, practical instructions and you might also include a demonstration,
based on any skill you have acquired or any activity in which you are, or have recently been, involved. Use visual and/or
audio material to support your instructions and demonstration. You can share your talk with a partner.
or prepare a talk in which you describe a special occasion or an event, the plot of a film, book;
or tell a story and your feelings and reactions to it;
or describe your hopes, plans and dreams for next summer or next year.
Section 2: Reading to your listeners (2 - 3 minutes per child)
Read aloud a prepared poem, a short story or passage (max. 250 words) from a simplified reader or a book which might
be religious or holy appropriate to your level of English. Introduce the text, setting it in context;
or a prepared dramatised dialogue with an/other candidate/s. (max. 250 words each)
Section 3: Meeting situations (3 - 4 minutes per child)
Working in pairs, triads and/or small groups, respond appropriately to practical daily situations.
Section 4: Open exchange of ideas
Be prepared to contribute both as listener and speaker, asking questions in extended conversation. Contribute actively to
extended group discussion, expressing agreement and disagreement, and giving reasons to support your thoughts, ideas
and opinions.
Language
Vocabulary

Will - Future Simple
Will - Future Continuous
Will - Future Simple v. Future Continuous
Going to v. Will
Present Perfect Continuous _ since/for
Present Perfect Simple v. Present Perfect Continuous
Past Perfect Continuous
Past Perfect Simple v. Past Perfect Continuous
Subject question forms
Gerunds
Multi-word verbs
Had better/supposed to
Need/need to
Limited uses of modal Will
All modals
Second and third conditional
More complex passive forms
Relative pronouns and clauses
Simple indirect speech
Adjectives ending in ing. v. ed
Order of adjectives and adverbs
Defining and non-defining clauses
Genitive (s/of)
Coordinating/Subordinating conjunctions
Multiple compound and complex sentences

Family
Relationships
Personality, character
Feelings, emotions
Special occasions
Weather, climate
World around us
Daily life
Shopping, clothes and commodities
*Idiomatic expressions
*Collocations
22
JUNIOR EAL INTERMEDIATE TWO (See SE S. 1 - 2) Threshold B1
PRACTICAL INSTRUCTION/PREPARED TALK 4-5 minutes per child

I can prepare a well-constructed talk in which I give clear, practical instructions and I might also include a
demonstration, base on any skill I acquired or any activity in which I am, or have recently, been involved;
or describe a personal experience or an event, the plot of a film, play or book, or tell a story and my feelings and
reactions; or describe my hopes and plans and dreams for next summer/next year.
I can research, structure, organise and prepare the talk with visuals and cue cards or other prompts.
I can present a talk with accurate and appropriate use of the linguistic structures and vocabulary prescribed in syllabus.
I can give my talk to the group without learning by heart or reading, using cue cards or other prompts unobtrusively.
I can select and use audio/visual aids appropriately and effectively without passing them round during the talk.
I can use nonverbal communication, including eye contact. during the talk.
I can speak clearly. audibly and with expression.
I can bring the talk to a conclusion and keep to required time limit.
I can open the talk up to group discussion at the end.
(I can confidently engage in discussion.)
READING TO LISTENERS 2-3 minutes per child

I can prepare a poem, a short story or extract from a book which might be religious or holy; or I can read a dramatised
dialogue with an/other candidate/s.
I can introduce the text to the group and set it in context.
I can introduce the text with the title and the author.
I can read clearly and with sufficient projection to be audible by all the group.
I can produce consonants and vowels with some accuracy and clarity.
I can use appropriate intonation patterns.
I can use word and sentence stress appropriately.
I can use and vary pace and pauses appropriately.
I can control pace.
I can use nonverbal communication, including eye contact, during the reading.
MEETING SITUATIONS 3-4 minutes per child
I can initiate and respond appropriately to my partner.
I can try and meet the needs of my partner.
I can communicate clearly. simply and with courtesy.
I can use the appropriate language and vocabulary with accuracy.
I can begin to use the appropriate register.
I can use interpersonal skills with my partner. such as turn taking and nonverbal communication.
I can use communication strategies to maintain flow of language and understanding.
I can try to reach an outcome.
OPEN EXCHANGE OF IDEAS

I can confidently engage in discussion after my talk.
I can understand in detail someone speaking clearly and at a reasonable pace.
I can initiate. engage in. maintain and close conversation on familiar topics, topics of personal interest and routine daily life
with growing fluency and confidence.
I can follow the main points of extended discussion.
I can engage in discussion by expressing agreement, disagreement. giving my opinions and citing facts.
I can intervene and maintain discussion when discussion is flagging.
words/phrases, invite correction, substitute for unknown word.
23
CONTENT SUMMARY GRID FOR SENIOR EAL LEVELS
All tasks take place in a participating group context.

Section 1 (Talk) is given solo unless indicated otherwise in syllabus.
Section 2 (Reading Aloud) is given solo unless otherwise indicated in syllabus
Section 3 (Using Language/Meeting Situations) is with one other person unless indicated in the syllabus/instructions at assessment
Multiply individual time by number of speakers. Ensure balance of preparation and input All tasks are mandatory
Time
Level/Stage
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
Reading Aloud
Introduce text with title and author.
Using Language
Reading Aloud
Using Language
Reading Aloud
Using Language
and ask the examiner one
or two questions too.
Conversation
Answer simple questions from
examiner and group on talk
and ask others questions after
their talks. Join in very simple
conversation on familiar topics
with question and comments.
Reading Aloud
passage (max. 200 words);
or read instructions from a game,
recipe, hobby (max. 200 words);
or read directions from a map.
(max. 200 words)
Introduce text with title/author and
give reasons for your choice.
Using Language
Working in pairs. ask each
other two or three questions
about likes/dislikes, daily life
and future plans.
Conversation
examiner and group on talk.
Ask others questions after
their talks. Join in
conversation/simple
discussion on familiar topics.
Make comments and express
agreement and disagreement.
(Pre-Foundation Foundation 1: CEF - A1 - see Junior Introduction/Junior 1)

Pre-Foundation
5 minutes
Foundation 1
6-7 minutes
Show & Tell

Show and tell listeners about a
favourite object or model;
or describe a picture/photograph
of your family or friend.
Show & Tell

Show and tell the listeners all
about a favourite object or game;
or show and tell a photograph of
someone/scene or special
occasion;
or show and tell a diagram/
drawing of your home, where you
come from/school.
(Foundation 2 - Foundation 3: CEF A2 - see Junior 2 - 3)

Foundation 2
8-11 minutes
Show & Explain

Show and describe to the
listeners an object, model, game,
piece of equipment and explain
what you do in your hobby;
or show and describe a photo or
picture of someone/scene/special
occasion/home/school & explain
what is happening.


Ask others questions after
their talks.
Foundation 3
11-12 minutes
Explaining How
Present a talk explaining how you
achieved, made, grew or found
something of interest to you with
a demonstration;
or use a map or diagram to
describe the area in which you
live and explain how to get to
your school, etc; or describe
a recent trip/holiday, how you
got there/what you did there.
(Intermediate
1-Intermediate 2: CEF B1 - see Junior 4 - Senior 2)
Intermediate 1
12-14 minutes
Oral Demonstration/prepared
Present a talk and demonstration
on a topic of interest from
community/school;
experience/event;
or describe the plot of a film/book;
or tell a story; or describe dreams,
plans, hopes, intentions for future.
Read a practised poem, short story,
extract from a simplified reader.
(max 250 words);
or read a dramatised dialogue with
another candidate.
Introduce the text, giving reasons
why you chose it.
Meeting Situations
simple practical daily
situations in pairs.
conversation/discussion
Answer questions after your
talk. Participate in more
extended conversation.
Contribute to discussion with
opinions, agreement and
disagreement.
Intermediate 2
13-16 minutes
Practical Instructions/Prepared
Present a talk on a skill/activity
that you have acquired with
instructions and a demonstration;
experience/event; or describe
the plot of a film/book; or tell
a story & your feelings/reactions;
or describe hopes, ambitions,
dreams for future with
reasons for plans.
Read a practised poem, short story,
(about 250 words);
or read a dramatised dialogue with
another candidate.
(about 250 words each)
Introduce the text and set it in
context.
Meeting Situations
practical daily situations in
pairs, triads or small groups.
Open exchange of ideas
24
Contribute as listener and

speaker in extended
conversation. Contribute to
discussion with opinions,
agreement/disagreement.
Complement facts with
reasons, ideas, opinions.
Time
Level/Stage
CONTENT SUMMARY GRID FOR SENIOR EAL LEVELS ctd.
Section 1
Talk
Section 2
Reading aloud
Section 3
Using Language/
Meeting Situations
Section 4
Oral interaction
practised poem, short story
extract from a reader
(max. 300 words);
or a dramatised dialogue with
another candidate. (max. 300
words each)
Introduce the text and set it in
context.
Meeting Situations
Open exchange of
ideas
more complex practical
daily situations in pairs,
triads or small groups.
Ask and answer

questions and participate
at length in extended
conversation and
discussion. Complement
facts with thoughts,
ideas, views, reasons,
examples.
Problem-solving activity
activity
a problem-solving
activity. It might involve
an individual task before
a group activity in which
you compare and discuss
possible outcomes with
the rest of your group.
Newspaper discussion
4 + 6 minutes per candidate
(Intermediate 3: CEF - B2 - see Senior 3)

Intermediate 3
15-18 minutes
Presenting a Case/Presenting
a talk 4-5 minutes per candidate
Give a talk on a
national/international issue
which could affect your group,
explaining your views and
giving advantages/disadvantages
of different alternatives;
or summarise plots and
sequences of events in
plays/films/books or from
factual radio/TV programmes
and give your critical response.
(Advanced 1 and Advanced 2 CEF C1- see Senior SP and ACSE)

Advanced 1
28-30 minutes
Advanced 2
28-30 minutes
Oral exposition/presentation
and discussion
Persuade your listeners to
support your views on an
issue which you feel strongly
about, which should contain
ideas, opinions and facts.
Lead into discussion from your
summary;
or present a subject
researched in depth related to
school studies, impending
studies, work experience or
outside interest. The content
should include arguments and
lead into discussion.
Oral exposition/presentation
and discussion
Give a talk on a subject which
you have researched in depth
and related to your studies,
work, outside interests or
current affairs.
Your presentation should
include arguments and end
with an appropriate
conclusion, before leading into
discussion.
Give a practised reading from a
novel or non-fiction book (max. 350
words).
Introduce text with clear context.
Introduce and summarise

a short newspaper article
before presenting ideas
and expressing opinions.
The examiner will initiate
discussion and you will
continue discussion. The
examiner will ask you to
close it by summarising
the views expressed by
the group.
Reading to Listeners
Problem Solving activity

Newspaper Discussion
5 + 7 minutes
Read from a novel, biography,

study textbook or manual, library
reference book or anthology,
critical review, biography,
newspaper or a manifesto from a
secular organisation. (max. 400
words) Introduce the extract and
give an evaluative
recommendation.
Respond appropriately
and with initiative to a
complex decision-making
activity. It will involve an
individual task before a
group activity in which
you collaborate,
negotiate and come to a
mutual decision with the
rest of the group.
Introduce a newspaper
article and give a
summary. Briefly identify
the issues it raises. Offer
your opinions on the
subject matter and the
way it has been reported,
referring to and quoting
from the article to
illustrate your argument.
Lead a discussion on the
main issues and close it,
summing up the opinions
of the group.
25
SENIOR EAL LEVELS 11+ - 16+ National Curriculum Year Groups 7 - 11+
SENIOR EAL Pre-FOUNDATION (See SE J. Introductory) on the way to Breakthrough A1
Section 1: Show and tell (1 - 2 minutes per student)
Bring an object or model that you particularly like or a picture or photograph of your family or a friend and describe it to your
listeners.
Section 2: Reading aloud (1 minute per student)
Read aloud a prepared short poem or passage (max. 100 words) that you have practised from a simplified reader or a book
appropriate to your level of English. Introduce the text with the title and the author.
Section 3: Using language (1 minute per student)
Be prepared to answer simple questions from the examiner and the listening group after your talk.
Vocabulary
Language
I can sometimes use some word to talk about:

Numbers: time, date, price etc.
Family
Clothes
Parts of the body
Pets and animals
Home
Food and drink
Games
Health
Weather
I can sometimes use the following appropriately:

To be
To have
Have got
Yes/No questions
Articles
Demonstratives
Simple adjectives
- colour
- physical attributes of people/animals
- shape of objects
26
SENIOR EAL PRE-FOUNDATION ONE (See SE J. Introductory) on the way to Breakthrough Al

SHOW AND TELL 1-2 minutes per student
I can name the parts of an object/model and describe it;
or I can describe a picture or photograph of my family or a friend.
I can prepare the talk with very basic vocabulary and fixed expressions.
I can describe my picture to the group without learning by heart or reading.
I can describe my picture using cue cards or other prompts to maintain flow and form..
I can show and use my picture as part of the talk.
I can try to speak audibly and clearly.
I can communicate with some understanding, allowing for some hesitation and errors.
I can try to make eye contact at the beginning or end of the talk.
(I can try to answer very simple questions from the group.)
READING ALOUD 1 minute per student
I can prepare and read aloud a short poem or piece of prose.

I can read it to the group audibly.

I can read with some clarity.
I can try to make eye contact at the beginning or end of the reading.
USING LANGUAGE 1 minute per student

I can understand some very simple questions about myself.
I can answer some very simple questions about myself.


I can try to answer very simple questions from the group after my talk
I can understand someone who speaks very slowly, clearly and simply with long pauses.
I can try to answer very simple questions very simply about very familiar topics.
I can try to make myself understood using nonverbal communication. I can ask someone to repeat something when I dont
understand.
27
SENIOR EAL FOUNDATION ONE (See J. Intro./J1) Breakthrough A1

Bring along your favourite object or game;
or a photograph of someone in your family or a friend, a scene or special occasion;

or a picture/diagram/map of where you live or come from or go to school,
and tell the listeners about it.
Section 2: Reading aloud (1 minute per student)
Read aloud a prepared short poem or a passage (max. 100 words) that you have practised from a simplified reader or
book appropriate to your level of English. Introduce your text with the title and author.
Section 3: Using language (1 minute per student)
Be prepared to answer simple questions from the examiner and the listening group after your talk. Listen carefully to
others and ask them questions after their talk.
Language
Vocabulary

To be
To have
Have got
Present Simple affirmative
Present Continuous
Simple imperatives
Yes/No questions
Responses to wh. questions
Articles
Singular & plural uncountable nouns
Demonstratives
Possessive/pronouns
Simple adjectives
Prepositions of place

Numbers: time, date, prices
Family
Clothes
Parts of the body
Pets and animals
Home
Food and drink
Games
Health
Weather
- colour
- shape of objects
28
SENIOR EAL FOUNDATION ONE (See SE J. Intro./J1) Breakthrough Al

SHOW AND TELL 1-2 minutes per student
I can describe my favourite object or game,
or a photograph of someone in my family, a friend, a scene or special occasion.
or a picture/diagram/map of a scene, where I live, come from or go to school.
I can prepare the talk with essential vocabulary and fixed expressions.
I can give the talk to the group without learning by heart or reading but using cue cards/other prompts.
I can try to speak loudly and clearly.
I can communicate with understanding allowing for some hesitation and errors.
I can make some eye contact at the beginning and end of the talk.
(I can try to answer simple questions from the group and assessor.)
READING ALOUD 1 minute per student
I can prepare and read a short rhyme, poem or piece of prose.

I can read it audibly to the group.
I can make eye contact at the beginning or end of the reading.
USING LANGUAGE 1 minute per student

I can understand very simple questions about myself.
I can answer very simple questions about myself.
I can say what my family or friends are doing now.
I can try to answer simple questions from the group and assessor after my talk.
I can understand someone who speaks very slowly, clearly, simply with long pauses.
I can follow the gist of very short conversations/talks on every day matters.
I can extract specific information from very short conversations or talks on every day matters.
I can ask very simple questions about people and personal details, and very familiar topics.
I can answer very simple questions in very simple sentences about people and personal details, and very familiar topics.
I can begin to join in very simple conversation on familiar topics.
I can ask someone to repeat something when I do not understand.
29
SENIOR EAL FOUNDATION TWO (See SE J. 2 - 3) on the way to Waystage A2
Bring a model, game, piece of equipment, special clothing or recipe to help you describe a hobby or interest of yours and
explain what you do;
or bring along a photograph/picture/diagram of your home or school, a friend or someone in your family, a scene or special
occasion and explain what is happening.
Section 2: Reading aloud (1 - 2 minutes per student)
Read aloud a prepared short poem or a passage (max 150 words) that you have practised from a simplified reader or a
book appropriate to your level of English. Introduce your text with the title and author.
Section 3: Using language (2 minutes per student)
The examiner will ask you two or three questions about yourself and you can also ask the assessor two or three questions.
This might happen at the beginning of the assessment.
Section 4: Listening and responding in conversation
Be prepared to answer questions from the examiner and listening group on the subject of your talk. Listen carefully to others
and ask them questions after their talks. Join in very simple conversation on familiar topics and everyday matters with
questions and comments.
Linguistic Structures
Vocabulary

Present Simple v. Present Continuous
Future - going to
Past Simple of verb to be/to have
Id like to + infinitive
I like+verb+ing
Ask/respond to wh. questions
Can
S./pI. countable/uncountable nouns
much/many
Object Personal pronouns
Quantifiers
More adjectives
Some adverbs
Prepositions of time and place
Simple co-ordinating conjunctions
Simple and compound sentences

Numbers: time, date, prices, etc.
Family
Clothes
Colours
Parts of the body
Pets and animals
Home
Food and drink
Religious and cultural festivals
Games
Toys
Health
Weather
- colour
- shape of objects
30
SENIOR EAL FOUNDATION TWO (See SE J. 2 - 3) Level One on the way to Waystage A2
SHOW AND EXPLAIN 2-3 minutes per student
I can describe a hobby, interest or game of mine and explain what I do;
or describe a photograph/picture/diagram of my home or school, my family and friends, a scene or special occasions and
explain what is happening.
I can prepare the talk with essential vocabulary, fixed expressions and some accurate and appropriate use of the linguistic
structures prescribed in the syllabus.
I can give the talk using cue cards or other prompts to maintain flow and form.
I can speak loudly and clearly and with understanding.
READING ALOUD 1-2 minutes per student
I can learn and speak by heart a short rhyme or poem, or sing a song;
or prepare and read a short poem or rhyme, or a piece of prose.

I can recite/read/sing it to the group loudly and clearly.
I can apply stress at word level.
I can use the schwa, the neutral vowel, at word level.
I can make eye contact at the beginning and end of the reading.
USING LANGUAGE 2 minutes per student

I can understand simple questions about my personal and daily life.
I can answer simple questions about my personal and daily life.
I can ask the assessor simple questions.
I can give the appropriate information.
LISTENING AND RESPONDING IN CONVERSATION

I can listen carefully to others talking
I can understand someone who speaks slowly/clearly with long pauses.
I can understand and follow simple instructions.
I can extract specific information from short conversations/short talks on every day matters.
I can ask Wh. questions about people and personal details, and familiar topics.
I can ask Yes/No questions about people and personal details, and familiar topics.
I can answer questions in simple sentences about people and personal details, and familiar topics.
I can give more extended responses about people and personal details, and familiar topics.
I can join in and add to simple group conversations about people and personal details, familiar topics.
I can express likes and dislikes.
31
SENIOR EAL FOUNDATION THREE (See SE J. 3) Waystage A2
Section 1: Explaining how (3 - 4 minutes per student)

Present a clearly-constructed talk in which you explain how you have achieved, made, grown or discovered something
which interests you, and which might include a demonstration Use diagrams, maps, pictures, or other visual or audio
material to support your talk. You may share your talk with a partner.
or bring in a map or diagram, describe the area in which you live and explain how to get to your school, home,
shops, clubs, etc.
or describe a recent school trip or family trip/holiday and explain how you travelled there and what you did there.
Section 2: Reading aloud (2 minutes per student)

Read aloud a prepared short poem or passage (max. 200 words) from a simplified reader or book appropriate to your level
of English. Introduce your text with the title and author and the reasons for your choice;
or read a set of instructions from a game, recipe or hobby; or read directions from a map.
Section 3: Using language (2 minutes per student)

Working in pairs, you will ask your partner two or three questions about himself/herself, his/her likes/dislikes, plans for the
future and daily life. Your partner will also ask you two or three questions.
Section 4: listening and responding in conversation and discussion

Be prepared to answer questions from the examiner and the listening group on the subject of your talk and ask the other
students questions after their talks. Listen carefully to others and contribute to conversation and simple discussion on
familiar topics, making comments and expressing agreement and disagreement.
Language
Vocabulary
I can express the following appropriately:

Past Simple of regular verbs
Past Simple of high frequency irregular verbs
Present Perfect Simple with just
Future - Present Continuous
Love/like + verb + ing
Simple question tags
Must
Can/could
Might
Comparatives of adjectives
Adverbs of time and frequency
Prepositions of place, time, position
More co-ordinating conjunctions

Numbers: time, date, prices, etc.
Family
Clothes
Parts of the body
Pets and animals
Home
Food and drink
Free time and entertainment
Local environment
Shopping
Transport
Religious and cultural festivals
Special occasions
Holidays
Games
Health
Weather
- colour
- shape, size, shape, texture, or objects
- feelings
32
SENIOR EAL FOUNDATION THREE (See SE J. 3) Waystage A2

EXPLAINING HOW 4 minutes per student
I can explain how I have achieved, made, grown or discovered something which interests me. Use diagrams, maps,
pictures, or other visual or audio material to support my talk;
or bring a map or diagram, describe the area in which I live and explain how to get to my school home, shops, clubs,
etc.
or describe a recent school trip or family trip/holiday and explain how I travelled there and what I did there.
I can construct and organise a talk which shows some knowledge and understanding of the subject.
I can prepare a talk with accurate and appropriate use of the linguistic structures and vocabulary prescribed at this level.
I can prepare and practise giving the talk. using cue cards or other prompts to maintain flow and form.
I can give the talk using cue cards/other prompts.
I can speak loudly and clearly and with good understanding.
I can select and use audio/visual aids without passing them round during the talk.
I can bring the talk to a firm conclusion.
READING ALOUD 2 minutes per student
I can prepare a short poem or a paragraph from a simplified reader,
or a set of instructions from a game, recipe or hobby,
or read directions from a map.
I can recite/read/sing it to the group audibly
I can group words into sense phrases using punctuation.
I can apply stress at word and sentence level.
I can use the schwa. neutral vowel, at word and sentence level.
I can make eye contact with the group at the beginning and end of the reading.
USING LANGUAGE 2 minutes per student

I can ask another student about his/her personal and daily life.
I can talk about myself and my daily life.
I can ask and talk about likes and dislikes.
I can ask and talk about future plans.
I can give the appropriate information with mostly accurate use of language and vocabulary.
I can listen carefully to others talking and indicate when I am following.
I can understand someone who speaks slowly. clearly and directly to me.
I can understand longer instructions and give short, simple instructions.
I can extract specific information from short conversations/talks on every day matters.
I can ask questions about people and personal details. and familiar topics.
I can answer questions about people and personal details, and familiar topics.
I can take part in short conversation on familiar topics and add to and maintain it.
I can understand the main points of discussion on everyday topics.
I can engage in simple group discussion and express agreement and disagreement.
I can ask someone to repeat something when I do not understand.
33
SENIOR EAL INTERMEDIATE ONE (See SE J.4/S. Intro.) Threshold B1
Section 1: Oral demonstration/prepared talk (3 - 4 minutes per student)
Prepare a well-constructed talk in which you explain and demonstrate a topic of interest in which you are involved in your
school or community. Use diagrams, maps, pictures or other visual or audio material to support your talk. If you work with
others, let each speaker contribute a different aspect.
or prepare a well-constructed talk in which you describe a personal experience or an event, or the plot of a film, play or
book, or tell a story.
or prepare a well-constructed talk in which you describe your dreams and hopes, plans and intentions for the future.
Section 2: Reading to your listeners (2 minutes per student)
Read aloud a prepared poem, short story or extract (max. 250 words) from a book which might be religious or holy, which
you have enjoyed reading. Introduce the text with the title and author, giving reasons for your choice; or a prepared
dramatised dialogue with an/other student/s. (max. 250 words each)
Section 3: Meeting situations (3 minutes per student)
Working in pairs, respond appropriately to simple practical daily situations such as giving directions, a
demonstration or instructions.
Be prepared to ask and answer questions in more extended conversation and discussion. Contribute actively to the group
discussion, giving opinions, expressing agreement and disagreement and giving reasons.
Language
Vocabulary

Family and friends
Relationships
Personality, character, feelings and emotions
Special occasions
Daily life and society
Shopping

Past Simple of irregular verbs
Past Continuous
Past Simple v. Past Continuous
Present Perfect Simple + adverbs of frequency
Past Simple v. Present Perfect
Future - Present Simple
Future - Will
Used to
Multi-word verbs
Must v. have to
Should v. ought to
May/might
Can/could
Indirect questions
Zero/first conditional
Simple passive forms
Adverbs and adverbs of manner, place, time
Comparative and superlative of adjectives
Comparatives and superlatives of adverbs
Relative pronouns
Complex sentences
*Collocations
34
SENIOR EAL INTERMEDIATE ONE (See SE J.4/S. Intro.) Threshold B1

ORAL DEMONSTRATION/PREPARED TALK 3-4 minutes per student
I can prepare a well-constructed talk with a demonstration on a subject which interests me from my school or
community life; or describe a personal experience or an event, or the plot of a film, a play or a book, or tell a story
or describe my dreams, hopes, plans and intentions for the future.
I can structure, organise. and prepare the talk with visuals, cue cards or other prompts.
I can present a talk with some accurate and appropriate use of the linguistic structures prescribed in syllabus.
I can give my talk to the group without learning by heart or reading. and use cue cards or other prompts unobtrusively.
I can select and use audio/visual aids appropriately without passing them round to the audience during the talk.
I can speak clearly, audibly and with awareness of the importance of expression.
I can make some use of nonverbal communication, including eye contact, during the talk.
I can bring the talk to a conclusion and keep to the required time limit.
I can open up the talk to group discussion.
(I can engage in discussion.)
READING TO YOUR LISTENERS 2 minutes per student
I can prepare and read a poem, short story or an extract from a book which be holy or religious; or a dramatised
I can show secure control of those criteria prescribed for Reading Aloud at F3 level.
I can read clearly and with sufficient projection to be audible to all the group.
I can introduce the text with the title and author.
I can approximate certain consonant and vowel sounds.
I can use some basic intonation patterns appropriately.
I can control pace.
I can apply word and sentence stress.
I can make eye contact during the reading.
MEETING SITUATIONS 3 minutes per student
I can initiate and respond appropriately and accurately to my partner.
I can communicate clearly, simply and with courtesy.
I can try to reach a satisfactory outcome.

I can engage in discussion after my talk
I can understand someone who speaks clearly and at a controlled pace.
I can understand speech at normal speed on subjects I have learned about.
I can ask for and follow detailed directions and instructions.
I can enter unprepared in conversation on familiar topics. topics of interest/routine daily life with growing
fluency/confidence.
I can start. maintain and close simple conversation.
I can generally follow the main points of extended discussion.
I can engage in and contribute to discussion with growing fluency and confidence.
I can ask for and express opinions and cite facts, and express agreement and disagreement politely.
words/phrases. invite correction, substitute for unknown word.
35
SENIOR EAL INTERMEDIATE TWO (See SE S. 1 - 2) Threshold B1
Section 1: Practical instruction/prepared talk (4 - 5 minutes per student)
Prepare a well-constructed talk on any subject or activity in which you are, or have been involved in your school or
community life, which might include giving clear, practical instructions and a practical demonstration. Appropriate
audio/visual material should be used to support your presentation; You can share the talk with partner.
or give a well-detailed account of a personal experience or an event, tell a story, or tell the plot of a book, play or film and
describe your feelings and reactions;
or describe dreams, hopes and ambitions for the future and what they involve, explaining and giving reasons for your plans.
Section 2: Reading to your listeners (2 - 3 minutes per student)
Read aloud a prepared poem, or an extract (about 250 words) from a book which might be religious or holy which you have
enjoyed reading. Introduce the book briefly and set the extract in context;
or a dramatised dialogue with an/other student/s. (max. 250 words each)
Section 3: Meeting situations (3 - 4 minutes per student)
Working in pairs, triads and/or small groups, respond appropriately to practical daily situations. Fluency is more important
than accuracy.
Be prepared to answer questions from the examiner and the listening group after you talk. Listen carefully to others and
participate in extended conversation with confidence. Contribute actively to extended group discussion, express agreement
and disagreement, and complementing facts with reasons ideas and opinions.
Language
Vocabulary

Will - Future Simple
Will - Future Continuous
Will - Future Simple v. Future Continuous
Going to v. Will
Present Perfect Continuous since/for
Present Perfect Simple v. Present Perfect Continuous
Past Perfect Continuous
Past Perfect Simple v. Past Perfect Continuous
Subject question forms
Gerunds
Multi-word verbs
Had better/supposed to
Need/need to
Limited uses of modal Will
All modals
Second and third conditional
More complex passive forms
Relative pronouns/clauses
Simple indirect speech
Adjectives ending in ing. v. ed
Order of adjectives and adverbs
Defining and non-defining clauses
Genitive (s/of)
Coordinating/Subordinating conjunctions
Multiple compound and complex sentences

Family and friends
Relationships
Feelings, emotions
Special occasions
Weather, climate
World around us
Shopping, cloths and commodities
*Idiomatic expression
*Collocations
36
SENIOR EAL INTERMEDIATE TWO (See SE S 1-2) Threshold B1
Total individual time: 13-17 minutes

PRACTICAL INSTRUCTION/PREPARED TALK 4-5 minutes per student
I can prepare a well-constructed talk on any subject in which I am involved in my school or community life or on any
skill in which I am, or have been involved, which might include giving clear, practical instructions on any skill which I
have acquired and a practical demonstration. Appropriate audio/visual material should be used where relevant to
support my talk;
or give a detailed account of a personal experience an event, tell a story, tell the plot of a book, play or film and give
my feelings and reactions;
or describe dreams, hopes and ambitions for the future and what they involve, explaining and giving reasons for my
plans.
I can research. structure, organise and prepare the talk with visuals and cue cards or other prompts.
I can present a talk with accurate and appropriate use of the linguistic structures and vocabulary prescribed in the syllabus.
I can give my talk to the group without learning by heart or reading, using cue cards or other prompts unobtrusively.
I can select and use audio/visual aids appropriately and effectively without passing them round during the talk.
I can use nonverbal communication, including eye contact. during the talk.
I can speak clearly, audibly and with expression.
I can bring the talk to a conclusion and keep to required time limit.
I can open the talk up to group discussion at the end.
(I can confidently engage in discussion.)
READING TO LISTENERS 2-3 minutes per student

I can prepare a poem, a short story or extract from a book which might be religious or holy; or I can read a dramatised
I can introduce the text to the group and set it in context.
I can produce consonants and vowels with some accuracy and clarity.
I can use word and sentence stress appropriately.
I can use and vary pace and pauses appropriately.
I can control pace.
I can use nonverbal communication, including eye contact, during the reading.
MEETING SITUATIONS 3-4 minutes per student
I can begin to use the appropriate register.
I can use interpersonal skills with my partner. such as turn taking and nonverbal communication.
I can use communication strategies to maintain flow of language and understanding.
I can try to reach an outcome.

I can confidently engage in discussion after my talk.
I can understand in detail some speaking clearly and at a reasonable pace.
I can initiate, engage in, maintain and close conversation on familiar topics. topics of personal interest and routine daily
life with growing fluency and confidence.
I can express and respond to feelings
I can follow the main points of extended discussion.
I can engage in discussion by expressing agreement. disagreement. giving my opinions and citing facts.
I can intervene and maintain discussion when discussion is flagging.
I can use some communication strategies: repeat to confirm, ask for clarification. ask for repetition of particular
words/phrases, invite correction, substitute for unknown word.
37
SENIOR EAL INTERMEDIATE THREE (See SE Senior 3) Vantage B2
Section 1: Presenting a case/Presenting a talk (4 - 5 minutes per student)
Give a talk on a national or international issue, which could affect your age group. Explain your own views, giving
advantages and disadvantages of different alternatives, and linking them together into a reasoned argument;
or summarise plots and sequences of events in plays, films and books, or from factual radio or television programmes such
as the News or documentaries, and give your critical response.
Section 2: Reading to your listeners (2 - 3 minutes per student)
Read aloud a prepared poem or an extract (max. 300 words) from a book which might be religious or holy which you have
enjoyed reading.
or a prepared dramatised dialogue with an/other candidate/s. (max. 300 words each) Introduce the text and set it in context.
Section 3: Meeting situations (4 minutes per student)
Working in pairs, triads and/or small groups, respond appropriately to more complex practical daily situations.
Ask and answer questions and participate at length at all stages of extended conversation and discussion, complementing
facts with thoughts ideas views, reasons and examples.
Language
Vocabulary

Future Perfect Simple
Future Perfect Continuous
All uses of Present Perfect
Present Continuous for irritation
Future - Present Simple + words of Time
All Tense forms
Verb + ing v. verb + infinitive
Verbs of perception
Used to v. would
Multi-word verbs+supposition
Gerunds v. gerundives
Causatives and other complex passive forms
Relative clauses
Defining v. non-defining clauses
More complex indirect speech
Verbs, nouns, adjectives + prepositions
Conjunctive adverbs
Multiple complex sentences
I can use a variety of words and phrases to talk about the

following:
Family and relationships
Friends, people and relationships
Feelings and emotions
House, home and environment
Daily life and society/social relations
The environment
The future
Special occasions
Shopping, clothes and commodities
Politics and current events
Social can cultural issues
*Register of language - informality and formality
*Idiomatic expressions
*Collocations
* Synonyms
*Antonyms
etc
38
SENIOR EAL INTERMEDIATE THREE (See SE Senior 3) Vantage B2
PRESENTING A CASE/PRESENTING A TALK 4-5 minutes per student

I can give a talk on a national or international issue, which could affect my age group, explaining my points of view,
giving advantages and disadvantages of different alternatives, and linking them together into a reasoned argument.
or summarise plots and a series of events in plays, films and books or from factual radio or television programmes in the
News or documentaries and give my critical response.
I can research. structure, organise and prepare the talk with cue cards or other prompts.
I can present a talk with consistent accurate and appropriate use of the linguistic structures and vocabulary prescribed at
this level.
I can use the appropriate register according to topic, setting and audience.
I can use cue cards or other prompts to ensure fluency and form of talk.
I can select and use audio-visual aids appropriately without passing them round during the talk.
I can use strategies to control my nerves effectively.
I can speak clearly, audibly and with expression.
I can show awareness of audience with use of nonverbal communication during the talk.
I can bring the talk to conclusion and keep to required time limit.
(I can confidently engage in extended discussion.)
I can prepare a poem or extract from a book,
or I can read a dramatised dialogue with an/other candidate/s.
I can approximate consonants and vowels.
I can use word and sentence stress. including contrastive word stress appropriately.
I can create rhythm with the use of the schwa on unstressed syllables and words.
I can use and vary pace and pause appropriately.
I can vary pitch and modulation to create meaning and add some interest.
I can use nonverbal communication to support the spoken word during the reading.
MEETING SITUATIONS 4 minutes per student

I can use the appropriate register.
I can use communication strategies to maintain the flow of language and content and extend the situation.
I can use some negotiation strategies to reach a satisfactory outcome.

I can confidently engage in extended discussion.
I can understand in detail what is said to me even in a noisy environment.
I can use variety of strategies to check for and to achieve comprehension including textual clues.
I can follow extended everyday conversation in detail.
I can engage in all stages of extended conversation using effective turn taking. with confidence on most general topics.
I can follow the main points of extended discussion on a variety of topics.
I can engage in all stages of extended discussion on familiar ground, asking for and expressing opinions. accounting for
and sustaining views, with facts and illustrations, and express agreement and disagreement.
I can intervene and maintain discussion when discussion is lagging. by inviting others to contribute.
I can express thoughts and emotions in discussion.
I can use some communication strategies: repeat to confirm. ask for clarification, ask for repetition of particular words and
phrases, invite correction, substitute for unknown word.
I can generally correct errors that I am aware of or that create misunderstanding.
39
SENIOR EAL ADVANCED LEVEL ONE (See SP/ACSE) EOP C 1
Section 1. Oral exposition/presentation and discussion (6 + 4 minutes per student)

Choose an issue about which you feel strongly, and persuade your listeners to support your views. Audio-visual material
should be an integral part of the presentation. It should include ideas and opinions as well as facts. The presentation must
end with a summary and concluding statement before leading into discussion.
or Prepare a presentation on a subject, researched in depth and related to your school studies, impending studies, work experience
or outside interests. Your presentation should include arguments and end with an appropriate conclusion, before leading into
discussion. Competent and effective use of demonstration material will be considered an integral part of the presentation.
Section 2: Reading (3 - 4 minutes per student)

Prepare a passage to be read aloud. The extract should be taken from a novel or non-fiction book (max. 350 words), which
has extended your interest in the subject matter. Introduce the extract, providing a clear context from your own viewpoint.
A copy of the written text should be given to the assessor.
Section 3: Problem-solving activity (5 minutes per student)
You will be expected to respond appropriately and with initiative to a problem-solving activity, which will involve an individual
task before comparing and discussing possible outcomes with the rest of the group.
Section 4: Newspaper discussion (4 + 6 minutes per student)

Prepare for discussion a short article from a quality English language newspaper which you find of interest. Introduce the
article and give a brief summary before presenting ideas and expressing your opinions. The assessor will initiate
discussion, you will continue the discussion with the group. Finally, you will close the discussion by giving a summary of
the views expressed by group.
GENERAL
LANGUAGE ctd.
The language criteria at Advanced Levels and Higher

Certificate are provided to help teachers and students decide at
which level of assessment students should be entered for. It is
assumed that most students will have systematically followed a
course of language study, as the levels are cumulative. As a
rough guide, students should have completed a course at
Intermediate level before preparing for Advanced I, and a postIntermediate course for Advanced 2. At Advanced 2 and Higher
Certificate, the students are likely to have progressed beyond
using a course book and should be able to confidently use
materials written for native speakers of English. An extremely
useful reference book for students is the Collins Cobuild
Dictionary and supporting materials. These resources utilise
Birmingham Universitys Bank of English database of
contemporary English.
I can demonstrate increasing & accurate use of a variety of following:

all tense forms
subtle uses of tense forms
all modal forms
will - modal and semi-modal uses
all conditional forms
varied forms and uses of conditionals
all forms of indirect speech
varied forms and uses of indirect speech
all forms of the passive
varied forms and uses of the passive
VOCABULARY
I can demonstrate a good command of a broad vocabulary, which
includes using alternatives, in the topics required for Intermediate 3
Family, friends, people and relationships
Personality, character; Feelings and emotions
House, home and environment; the future
Daily life and society/social relations; Special occasions
Education and school; Leisure activities and entertainment
Language and languages; Travel and transport
Shopping, clothes & commodities; Fashion & youth culture
Politics & current events; Social & cultural issues
LANGUAGE
I can demonstrate accurate use of the language required
for Intermediate Level 3
future perfect simple/future perfect continuous
all uses of present perfect
present continuous for irritation
future - present simple + words of time
all tense forms
verb + ing/verb + infinitive/verbs of perception
used to v. would
multi-word verbs+supposition
gerunds v. gerundives
causatives and other complex passive forms
relative clauses & defining v. non-defining clauses
more complex indirect speech
verbs, nouns, adjectives + prepositions
subordinating conjunctions/conjunctive adverbs
multiple complex/multiple compound sentences
EXTENDED DISCOURSE
I can demonstrate increasing use of following with greater fluency:
differences in register in work and social settings
variations of structure of information
organisation and connection of ideas
responses to a variety of text types
questions for different purposes
THE VOICE
I can demonstrate increasing fluency in the use of the voice including:
clear pronunciation of words although influenced by L1
voice modulation through varied use of pitch and inflection
variety of intonation patterns to express meaning
use of my voice to express feelings and emotions
use of my voice to show I understand my material
sense of rhythm through use of stressed/unstressed syllables/words
varied use of pauses/varied use of pace
40
SENIOR EAL ADVANCED LEVEL ONE (See SP/ACSE) EOP C 1

PRESENTATION AND DISCUSSION 6+4 minutes
ORAL EXPOSITION/PRESENTATION AND DISCUSSION 6 minutes per student

I can prepare a presentation on an issue about which I feel strongly and I have researched in depth;
or prepare a presentation on a subject, researched in depth and related to my studies, work, outside interests or current
affairs.
I can prepare a talk with an introduction clear structure cogently expressed arguments supportive illustrations a summary of
ideas and a concluding statement.
I can organise the content with increasing evidence of maturity and variety of expression in structure content and vocabulary.
I can apply the appropriate register according to context subject and audience.
I can gain and hold the audiences attention and interest with the content of the talk, a range of audio-visual aids and materials
and nonverbal communication. (and use of cue cards or other prompts to maintain coherence and cohesion)
I can bring the presentation to a close keeping within the time limit.
DISCUSSION 4 minutes per student
I can lead the talk into discussion.
I can be an attentive and responsive listener.
I can confidently engage in extended discussion.
I can qualify expressed agreement and disagreement to the views expressed
I can use a wide range of strategies to maintain understanding and fluency.
READING 3 minutes per student

I can prepare a passage from a novel, biography. reference book, critical review, journalistic leading article.
I can show secure control of those criteria prescribed for Reading Aloud at all levels up to and including 13.
I can introduce the passage with an evaluative recommendation.
I can read aloud with understanding, fluency and expression.
I can capture attention and sustain interest by the use of a well-modulated voice.
I can capture attention and sustain interest by the use of nonverbal communication.
PROBLEM-SOLVING ACTIVITY 5 minutes per student
I can understand the instructions for the activity
I can respond appropriately to my role and objective in the task.
I can make a selection and prepare a qualified agreement to present to the group.
I can present the selection to the group with qualified arguments.
I can listen to the choices and arguments of others compare them with my own and respond appropriately.
I can respect the intellectual social and cultural characteristics of the members of the group.
I can apply strategies to overcome limitations of grammar and vocabulary.
I can use a wide range of strategies to maintain understanding and flow of communication.
I can apply communication strategies to extend the activity and bring it to a sympathetic end.
NEWSPAPER DISCUSSION 4 + 6 minutes

PRESENTATION 4 minutes per student
I can read quality English language newspapers and select an article which interests me on a topic of current concern.
I can say why I chose it and why I find it interesting.
I can introduce the article identify the writers main argument and explain it in my own words.
I can identify the main points and show their relevance to the article.
I can give my own opinions with reference to the article.
I can invite others to give their views.
I can answer and ask extended and complex questions.
I can manage discussion of the main ideas.
I can express agreement and disagreement to the views expressed.
I can control and guide discussion with growing authority.
I can bring the discussion to a close.
I can tell the assessor whether the listening group generally agrees or disagrees with the writer.
41
SENIOR EAL ADVANCED LEVEL TWO (See SE SP/ACSE) EOP C1
Section 1: Oral exposition/presentation and discussion (8 + 6 minutes per student)
Prepare a presentation on a subject, researched in depth and related to your studies, work, outside interests or current
affairs. Your presentation should include arguments and end with an appropriate conclusion, before leading into discussion.
Competent and effective use of demonstration material will be considered an integral part of the presentation.
Section 2: Reading to your listeners (3 minutes per student)
Prepare a passage to be read aloud. The extract (max. 400 words) should be taken from a novel, biography, study textbook
or manual, library reference book or anthology, critical review, biography, newspaper or a manifesto from a secular
organisation, which has extended your interest in the subject matter. Introduce the extract and give an evaluative
recommendation. A copy of the written text should be given to the assessor.
Section 3: Problem-solving activity (6 - 7 minutes per student)
You will be expected to respond appropriately and with initiative to a complex decision-making activity. It will involve an
individual task before collaborating, negotiating and coming to a mutual decision with the group on the final outcome.
Section 4: Newspaper discussion (5 + 7 minutes per student)
Prepare an article for discussion from a quality newspaper on a topic which interests you. Introduce the article and give a
summary, briefly identify the issues it raises, offer your opinions on the subject matter and the way it has been reported,
referring to and quoting from the article to illustrate your argument. Lead a discussion on the main issues and close it,
summing up the opinions of the group.
LANGUAGE
EXTENDED DISCOURSE
Students should he able to demonstrate that they meet the
criteria for Advanced 1, and:
I can demonstrate approaching educated native speaker
competence in the application of the following:
Use of complex sentences
I can demonstrate that I meet the requirements for

Advanced I, and:
I can use a wide range of linguistic structures.
I can consistently maintain a high degree of
grammatical accuracy, appropriate and flexibility.
I can rephrase using different linguistic structures.
a range of registers/styles of spoken English
a variety of ways to structure information and connect

ideas
a range of discussion techniques
a variety of techniques to question and challenge
recognition of another speakers intention
THE VOICE
Advanced 1, and:
I can demonstrate approaching educated native speaker
competence in the use of the voice including:
clear pronunciation (although influenced by L1)
VOCABULARY
Advanced 1, and:
I can use appropriate vocabulary for a wide range of
topics including local, national and global
events/issues.
I can discriminate between words of similar meaning
and make appropriate choice of words.
I can use words to explain emotions and feelings.
voice modulation through varied use of pitch and

inflection
variety of intonation patterns to express meaning
I can recognise current colloquialisms.
use of my voice to express feelings and emotions
use of my voice to show I understand my material
sense of rhythm through use of stressed/unstressed

syllables/words
varied use of pauses
varied use of pace
42
SENIOR EAL ADVANCED LEVEL TWO (See SE SP/ACSE) EOP C1
ORAL EXPOSITION/PRESENTATION AND DISCUSSION 8 + 6 minutes per student

ORAL EXPOSITION/PRESENTATION 8 minutes pert student
I can prepare and research in depth a subject related to my studies or work, or outside interests, or I can prepare and research in depth
contentious current affairs.
I can prepare a talk with a clear introduction which will stimulate a response, and end with an appropriate conclusion.
I can gain and hold the audiences attention and interest with challenging content using appropriate devices such as detailed descriptions
and illustrated arguments.
I can show evidence of maturity of expression in structure, content and vocabulary.
I can apply the appropriate register according to context, subject and audience.
I can select and competently use range of visual and audio aids including management of electrical equipment.
I can use cue cards or other prompts to sustain flow and coherence of talk.
I can speak in a well-projected and well-modulated voice and support what I say through the use of nonverbal communication.
I can keep to the required time limit.
I can lead the talk into discussion.
I can engage in all stages of extended discussion with fluency and confidence.
I can introduce controversial issues and develop my arguments.
I can express views and recognise the views of others which might cause me to re-assess my own response.
I can use a range of strategies to maintain understanding and fluency and gain and maintain audience attention.
I can control and guide discussion.
I can summarise the views of the group.

I can prepare a passage from a novel, biography, reference book, critical review, journalistic leading article.
I can introduce the passage with an evaluative recommendation.
I can read aloud with understanding. fluency and expression.
I can capture the attention and sustain interest by the use of a well-modulated voice.
I can capture attention and sustain interest by the use of nonverbal communication.
I can convey subtlety of meaning.
I can convey the style of the text/author.
PROBLEM-SOLVING ACTIVITY 6-7 minutes per student

I can understand and carry out instructions for a complex decision-making activity.
I can make a selection and prepare a qualified argument to present to the group.
I can collaborate with the group and exchange views on the various choices. linking my own views to those of others.
I can respect the intellectual, social and cultural characteristics of the members of the group.
I can use a wide range of strategies to maintain understanding/and flow of communication.
I can apply communication strategies to extend the situation and help draw up an agreed, single list.
I can apply negotiation strategies to achieve the objective and bring the activity to a satisfactory outcome.
NEWSPAPER DISCUSSION 5 + 7 minutes per student

PRESENTATION 5 minutes per student
I can read quality English language newspapers and select an article which interests me on a topic of current concern.
I can express what I want to say using the right register.
I can say why I chose it and why I find it interesting.
I can introduce the article and say why I want the group to discuss it.
I can identify the writers main argument and explain it in my own words.
I can identify the main points and show their relevance to the article.
I can express opinions. citing facts and providing illustrations and examples.
I can refer to and quote from an English language paper. magazine or educational textbook to support/illustrate my argument.
I can invite others to give their views.
I can initiate and lead group discussion.
I can give others a chance to express their views and respond to them. challenging when appropriate.
I can recognise and appreciate different registers and styles.
I can answer and ask extended and complex questions.
I can discuss the main ideas.
I can express agreement and disagreement to the views expressed.
I can control and guide discussion with growing authority.
I can bring the discussion to a close within the required time limit.
I can tell the assessor the views of the group.
43
ESB: Candidates with Particular Requirements
ESB is committed to meeting the needs of all those with particular assessment requirements. Some general principles apply as
outlined below; but we ask that all tutors who have such candidates contact the Board in advance of assessment, for individual
needs are met on an individual basis. (For Certificate of Achievement entries, where all candidates have learning difficulties
and special arrangements already apply, only specific requirements need to be notified in advance - e.g. multiple handicap or
severe behavioural problems.)
Tutors are asked to alert the assessor to any specific problems when contacting him/her to discuss general arrangements in
advance of assessment.
In selecting, appointing and training ESB assessors, the Board is acutely aware of the importance of an understanding,
sensitive and supportive approach to all learners, (and particularly where there are any special requirements) without
compromising assessment standards.
Where learners have particular requirements, tutors are encouraged to take an interactive role in interpreting needs, assisting
with any specialist equipment that may be required and generally using their knowledge of the candidate to help ensure the
optimum conditions for success.
Specialist equipment may be utilised as required. Specialist staff (e.g. speech therapist) may be utilised in consultation with
the Board.
Pointers include:
Learning Difficulties - General
All Certificate of Achievement syllabuses are specifically designed to take account of learning difficulties.
The Board provides assessors who, in addition to undertaking the mainstream examiner training and general annual training
session, are also required to attend additional specialist training led by the designated Co-ordinator for Certificate of
Achievement assessments.
The Guidelines spell out key provision, i.e.
The assessor takes a conductive role to guide the candidate into success.
Time is allowed before the assessment (usually about quarter of an hour) for the assessor to meet the candidates informally
to help establish a friendly and positive atmosphere.
The time allowance is more generous than that for mainstream candidates at introductory levels, allowing both for varying
timing within each section according to the need for guidance and averaging 20 minutes per candidate overall.
Breaks can be arranged to suit the felt need where powers of sitting, listening and concentration are limited.
The assessors lead-in tactics and physical arrangements between presentations may take longer than is usual in ESB
assessments.
Auxiliary staff or specialists - e.g. a speech therapist - may give specialist support without supplanting the requirement that
it is the individual candidate who must meet the criteria.
Impaired Hearing
Where candidates have the ability, they are encouraged to follow a mainstream syllabus. If hearing is seriously impaired,
additional time will be given (normally 50% for each task).
Where hearing impairment would hinder ready understanding, e.g. by a potential employer, the certificate will be endorsed
Hearing Impaired while allowing the candidate to achieve the intellectual level and grade of which he is capable.
Dyslexia
Normally additional time allowed for reading - 50% - with the candidates own choice of passage for prior practice where (e.g.
Senior Grades) the assessor would normally choose an extract from a longer prepared section.
Impaired Sight
If a candidate reads braille, additional time - 50% - will be allowed for reading. The candidate may choose his or her own
passage for prior practice in any syllabus where normally the assessor would choose a sight reading.
Where a candidate does not read braille, a pre-recorded tape is acceptable, built up by the candidate from listening to other
readers (preferably a variety) and developing his or her own interpretation.
Where extended reading would cause particular problems, the selected passage may be limited to 100-150 words if this is shorter
than the length or time specified for a particular component.
44
RECOMMENDED SOURCES OF EAL READERS FOR ESB EAL JUNIOR/SENIOR LEVELS

This list is intended to indicate some sources of material for each level from publishers without being either prescriptive or
exhaustive. The selection will be regularly reviewed and we welcome suggestions and comments from users.
(The Alignment between ESB EAL levels and Publishers levels is only approximate and allowances must be made for
overlaps.)
See: Keltic International, 39 Alexandra Road, Addlestone, Surrey KT15 2PQ
- The Keltic Guide to ELT Materials 2000 - www.keltic.co.uk
The Penguins & Longmans information are taken from their publications brochures:
PENGUIN READERS CATALOGUE 2000 (www.penguinreaders.com)

3 categories: Contemporary, Classics and Originals in British or American English.
Level 6 Advanced (3000 words)
ESB EAL Advanced 1
Level 5 Upper Intermediate (2300 words)
ESB EAL Intermediate 3
Level 4 Intermediate (1700 words)
Level 3 Pre-Intermediate (1200 words)
Level 2 Elementary (600 words)
Level 1 Beginner (300 words)
ESB EAL Foundation 2/Foundation 3
Easystarts (200 words)
ESB EAL Pre-Foundation/Foundation 1
PENGUIN YOUNG READERS (from 5-11 years of age)
Level 4 (up to 400 hours of English)
THE NEW OXFORD BOOKWORMS LIBRARY

Stage 6 (2500 headwords)
ESB EAL Advanced 1
ESB EAL Intermediate 2/3
ESB EAL Foundation 3
Starters (250 headwords)
ESB EAL Foundation 1/Foundation 2
LONGMAN ORIGINALS
Stage 4 - Intermediate
Stage 3 - Lower Intermediate
Stage 2 - Pre-Intermediate
Stage 1 - Post-Beginner/Elementary
LONGMAN PICTURE CLASSICS
Stage 4 - Upper Intermediate
Stage 3 - Intermediate
Stage 2 - Lower Intermediate
Stage 1 - Pre-Intermediate
CONTACTS BELOW ARE FOR EXAMPLES OF RESOURCES FOR CLASSROOM SUPPORT MATERIALS
MARY GLASGOW/SCHOLASTIC ELT
Commonwealth House
1-19 Oxford Street LONDON WC1 ACC 1NU E-MAIL: acowle@maryglasgowmags.co.uk
REFUGEE COUNCIL
Jill Rutter
National Education Adviser
3 Bondway LONDON SW8 1SJ e-mail jillrutter@refugee.council.org.uk
45
ENGLISH SPEAKING BOARD (INTERNATIONAL) LTD.

9 Hattersley Court, Ormskirk, UK L39 2AY
Telephone +44 1695 573439
Fax +44 1695 228003
E-Mail: admin@esbuk.org
Web Site: www.esbuk.org
REGISTERED IN ENGLAND COMPANY No. 01269980. REGISTERED AS A CHARITY No. 272565

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EAL for Schools Series

Common European Framework (CEF) Levels A1-B2/C1

ESB JUNIOR AND SENIOR SCHOOLS

JUNIOR FOUR SENIOR TWO

SCHOOLS ENGLISH AS AN ACQUIRED LANGUAGE Assessments

ESB: General Introduction

ESB Assessment Programme Flow Chart

Guide to similarity of outcomes between ESB Schools Spoken English and

Council of Europes Global Scales and Descriptors

Junior EAL Foundation Level Syllabuses:

Content Summary Grid for Senior Foundation, Intermediate, Advanced levels

Senior EAL Intermediate Level Syllabuses:

Candidates with particular requirements

Content Summary grid for Junior Foundation and Intermediate levels

Junior EAL Intermediate Level Syllabuses:

Senior EAL Foundation Level Syllabuses:

Senior EAL Advanced Level Syllabuses:

EAL for Schools Series

Entry Level to Level 3

Format and Progression

Assessment and Awarding

Booking and Administration

EAL for Schools Series

ESB ASSESSMENT PROGRAMME FLOW CHART

Criteria not met

INTRODUCTION TO EAL ASSESSMENT PROGRAMMES FOR SCHOOLS FOR FOUNDATION,

Develop skills of research and organisation in structuring source material

Provide opportunities for progression as part of a series of assessments with levels/stages.

EAL for Schools Series

EAL for Schools Series

Adults EAL Oral

Schools EAL Oral

ESB EAL SCHOOLS SYLLABUSES

SENIOR PROFICIENCY/ ACSE/ACLA

JUNIOR FOUR - SENIOR TWO

JUNIOR TWO - JUNIOR THREE

JUNIOR INTRODUCTORY - JUNIOR ONE

INTRODUCTORY CERTIFICATE OF SUCCESS

EAL for Schools Series

Council of Europes GLOBAL SCALES AND DESCRIPTORS - Strasbourg 1998 version

EAL for Schools Series

EAL for Schools Series

EAL INTRODUCTORY CERTIFICATE OF SUCCESS

Personal Information - all

to be in the affirmative, interrogative and negative

I can say how I am.

I can spell my name.

I can say my age.

indefinite and definitive article

I can say when my birthday is.

singular and plural of nouns

I can say if I have got any brothers/sisters.

Formulaic usage of Present Simple affirmative and

*I can make requests for daily information.

I can answer requests for daily information.

I can understand someone asking me questions about me

EAL for Schools Series

CONTENT SUMMARY GRID FOR JUNIOR EAL LEVELS

All tasks take place in a participating group context.

(Pre-Foundation Foundation 1: CEF-see Junior Introductory/Junior 1)

Show and tell

Show & Tell

(Foundation 2 - Foundation 3: CEF A2 - see Junior 2 - 3)