Pre-Intermediate Level
Providing properly calibrated levels and certificates to help the students through this stage is invaluable!
This is the second stage of the bridging levels and the candidates are required to write a piece of connected text on descriptive, narrative or imaginary topics. Further progression from the Elementary level is found within the need to deal with present, past or future events and be able to show an understanding of subject matters such as hypothesis, purpose, obligation and advice.
Overview of Tasks:
Reading & Writing:
SECTION |
DESCRIPTION |
Section W1 (20 marks) |
Writing: composition |
Section W2 (10 marks) |
Writing: informal message |
Section R1 (13 marks) |
Reading comprehension |
Section R2 (7 marks) |
Reading for information |
Section R3 (20 marks) |
Use of English: general grammar |
Section W3 (10 marks) |
Writing: sentence transformation |
Section W4 (10 marks) |
Writing: word order |
Section R4 (5 marks) |
Use of English: word type |
Section R5 (5 marks) |
Use of English: prepositions/phrasal verbs |
Listening:
SECTION |
DESCRIPTION |
Section L1 (10 marks) |
Listening for information |
Section L2 (20 marks) |
Listening for words in context |
Section L3 (20 marks) |
Listening for meaning |
Speaking:
SECTION |
DESCRIPTION |
Section S1 (2 - 4 minutes) |
Warm Up |
Section S2 (4 - 5 minutes) |
Compare and contrast |
Section S3 (4 - 6 minutes) |
Explain and discuss likes and dislikes about familiar and routine situations talk |
Syllabus and Specifications:
Performance Indicators
The student has sufficient active vocabulary and structural understanding to:
-
write a short connected text on descriptive, narrative or imaginary topics.
-
read and understand a text from a familiar range of topics.
-
distinguish between and use a variety of tenses: past, present and future.
-
ask and answer questions about past or present or future events.
-
express basic intention, purpose, obligation, preference, advice, agreement and disagreement, hypothesis and process.
Grammar and Structures List
Grammar and Structures |
What are they used for? |
Some examples |
VERBS |
||
The passive voice |
Talking about a process, |
The best computer games are made in Japan. |
The second conditional - |
Talking about hypothetical situations |
If I worked harder, Iwould get higher marks. |
Present perfect continuous |
Expressing unfinished or recently completed actions |
How long have youbeen living in London? |
The gerund after certain verbs |
|
I enjoy learningEnglish. |
Non finite verbs in particular phrases: e.g. make someone do something, let someone do something |
Expressing persuasion and permission |
Mary's parents let her drive their car. |
I' would rather + non finite verb |
Expressing preference and advice |
I would rather eat fish than meat.
|
ADVERBS |
||
For and since
More adverbs of frequency, manner, time or degree |
Expressing time periods from a point in the past, relating them to the present Describing how often, when, how, and how much people do something
|
I have lived in this house for five years. I'm still here. |
CONCURRENCE |
||
Neither do I/so do I |
Expressing concurrence with a positive or a negative statement
Expressing concurrence within a positive or negative statement |
I don't like playing computer games. I don't like cabbage and neither does my sister. Jane loves chocolate and so do her friends. |
A good example of an essay at this level:
Marking Criteria
Composition
C |
Content organisation |
5 = Paragraphs to distinguish between beginning, middle and end. Narrative needs linking words used to order events (next, finally, suddenly, because, so). Descriptive needs adjectives/ adverbs and ideas organised into logical grouping |
A |
Accuracy |
5 = Minimal errors with language used. Minor errors do not impede understanding |
R |
Range of vocabulary and structure |
5 = Competent use of a range of language expected at this level. (e.g. passive voice, gerund, pres. perf. with for/since, second conditional) Perhaps some attempt at using more advanced language, maybe with errors |
T |
Task completion |
5 = Full completion of task. No repetition |
Grade boundaries for composition
GRADE |
MARKS |
Distinction |
16 - 20 |
Merit |
13 - 15.5 |
Pass |
10 - 12.5 |
Referred |
5 - 9.5 |
Ungraded |
0 - 4.5 |
Section W2 - Writing a message (50 - 60 words)
A |
Accuracy and organisation |
5 = Minimal, minor errors. Sentences flow naturally with a high percentage of sentences with more than one clause |
T |
Task completion and language range |
5 = Good range of language expected at this level. Full completion of task. No repetition |
Grade boundaries for message writing
GRADE |
MARKS |
Distinction |
8 - 10 |
Merit |
6.5 - 7.5 |
Pass |
5 - 6 |
Referred |
2.5 - 4.5 |
Ungraded |
0 - 2 |
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.
Relevant Documents