Advanced Level
Providing properly calibrated levels and certificates to help the students through this stage is invaluable!
The advanced level takes its place within Anglia examination suite as part of the top three. Its title adequately describes the standard of English required and each candidate must be able to write an extended piece of text that stays 'on topic' and joins together very well when read. The examination asks the candidate to write formal/informal letters and to manipulate structures to add a variety of style. Listening skills are also tested more vigorously and a question/answer section is an important part of the overall assessment.
Overview of Tasks:
Reading & Writing:
SECTION |
DESCRIPTION |
Section W1 (25 marks) |
Writing: composition |
Section W2 (15 marks) |
Writing: formal/informal correspondence |
Section R1 (13 marks) |
Reading comprehension |
Section R2 (7 marks) |
Reading comprehension |
Section R3 (10 marks) |
Use of English: general grammar |
Section W3 (10 marks) |
Writing: sentence transformation |
Section R4 (10 marks) |
Use of English: grammar in context |
Section R5 (10 marks) |
Use of English: word transformation |
Listening:
SECTION |
DESCRIPTION |
Section L1 (10 marks) |
Listening for information |
Section L2 (20 marks) |
Listening for meaning |
Section L3 (20 marks) |
Listening for information |
Speaking:
SECTION |
DESCRIPTION |
Section S1 (2 - 4 minutes) |
Warm Up Including possible questions on interests, skills, talents, hopes for the future |
Section S2 (8 -10 minutes) |
Presentation and opinion |
Section S3 (8 -10 minutes) |
Discussion and decision-making |
Syllabus and Specifications:
Performance Indicators
The student has sufficient active vocabulary and structural understanding to:
-
write clear connected text on descriptive, narrative, imaginary or discursive topics.
-
write letters, both formal and informal.
-
understand and respond to the main points of a text on any topic, concrete or abstract.
-
use language to perform any function likely to arise in a normal social or learning context.
-
manipulate structures to create emphasis, and vary style and idiom.
-
listen and respond to passages and questions in a variety of forms, delivered at a measured speaking pace.
Grammar and Structures List
Grammar and Structures |
What are they used for? |
Some examples |
INVERSION |
||
The inversion of subject and verb after certain negative adverbial introductions, e.g. never, rarely, hardly ever, not only, little, seldom |
Creating emphasis, varying style and idiom |
Never have I seen such a terrible film. |
VERBS FOLLOWED BY THE PAST TENSE |
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I wish, it's about time, it's high time |
Expressing hypothesis, regret, decision making and the need for decision making |
I wish I had£1million. |
DEDUCTION |
||
Using modal verbs followed by the non-finite and perfect non-finite verb |
Expressing hypotheses and deductions in varying degrees of certainty |
Jane will be in bed at this time of night. |
THE INFINITIVE |
||
After certain verbs |
|
I hope to hear from you shortly. We can't afford to give you a pay rise. I want you to do something for me. Its very difficult to explain. Tell me where to go/ how to get there/ what to say. I'd love to have met him. He doesn't seem to have done it. |
A good example of an essay at this level:
Marking Criteria
Composition
C |
Content organisation |
5 = Clear relevant paragraphs to organise work. A range of connectives/conjunctions (firstly, whereas, finally, all of a sudden, in the end, Nevertheless). Elements of description and discussion have logical connectors and grouping |
A |
Accuracy |
5 = Minimal errors with advanced level language used. |
R |
Range of vocabulary and structure |
5 = Competent use of a range of language expected at this level. (e.g. range of tenses, conditional, inversion, unreal past) Shows flashes of inspiration |
A |
Appropriacy of tone and register |
5 = fully appropriate use of language and style |
T |
Task completion |
5 = Full completion of task. No repetition. Very positive effect on reader |
Grade boundaries for composition
GRADE |
MARKS |
Distinction |
20 - 25 |
Merit |
16.5 - 19.5 |
Pass |
12.5 - 16 |
Referred |
5 - 12 |
Ungraded |
0 - 4.5 |
Section W2 - Writing a formal letter (80 – 100 words) and an informal email (60 - 80 words)
N.B. One overall mark is awarded for both pieces of writing.
C |
Content organisation/ appropriacy |
5 = Letter and email set out correctly and clearly. Well organised with appropriate salutations/signing off. Clear paragraphs in letter. Language organised into a logical thread, with good use of B2 connectors/linkers and clear distinction in tone and register according to recipient |
A |
Accuracy and organisation |
5 = Accurate use of B2 level language. Minor errors possible in more complex language but they do not impede understanding. Accurate use of contractions and other punctuation in informal writing |
T |
Task completion and language range |
5 = Full completion of task and function made clear. Competent use of a range of B2 language. Some attempt at using more advanced language, maybe with errors. No repetition. Very positive effect on reader |
Grade boundaries for message writing
GRADE |
MARKS |
Distinction |
12.5 - 15 |
Merit |
10 - 12 |
Pass |
7.5 - 9.5 |
Referred |
4 - 7 |
Ungraded |
0 - 3.5 |
Grade Boundaries:
Grades are calculated by weighting the Listening % by 0.2 and the Written % by 0.8 - adding the results together and then using the information above.