劍橋少兒英語考試大綱.pdf

Cambridge Young Learners English Tests Starters Movers Flyers Handbook for teachers UCLES 2007 EMC 1932 7Y09 8811228692 www CambridgeESOL org YoungLearners University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel 44 1223 553355 Fax 44 1223 460278 EmailESOL CambridgeESOL org www CambridgeESOL org The Cambridge Young Learners English Tests consist of three key levels of assessment Starters Movers and Flyers The aims of the tests are to sample relevant and meaningful language use measure accurately and fairly present a positive first impression of international tests promote effective learning and teaching encourage future learning and teaching The three tests together form a bridge to take children learning English as a second language from beginner to Waystage level A2 A wide range of text books and teaching materials which are used in classrooms with young learners throughout the world are reviewed as part of the ongoing test development process The tests reflect the main content areas which frequently occur in these materials topic vocabulary etc as does the presentation of the test material Both text and pictures are presented in a clear and attractive way taking into account the age and background of the intended candidates The table below indicates the common characteristics and variations in the different levels of the tests Overall lengthNumber of tasks parts Number of items Cambridge Starters Listeningapprox 20 mins420 Reading care should be taken to ensure that coursebooks and practice materials selected accurately refl ect the content and format of the examination N B Cambridge ESOL does not undertake to advise on textbooks or courses of study Past papers and examination reports Cambridge University Press publishes past papers which can be used for practice and Cambridge ESOL produces examination reports which provide a general view of how candidates performed overall and on each paper and offer guidance on the preparation of candidates Details of how you can order past papers and examination reports and a downloadable order form are available from www CambridgeESOL org support pubs index cfm Online support Cambridge ESOL provides an online resource for teachers designed to help them understand the examinations better and to prepare candidates more effectively The Teaching Resources website can be found at www CambridgeESOL org teach Seminars for teachers Cambridge ESOL offers a wide range of seminars designed for teachers concerned with the examinations some are also suitable as introductions for administrators school directors etc Some seminars are intended to provide information and support for teachers who are familiar with the examinations and others can be used to introduce teachers to established examinations Contact the Cambridge ESOL Helpdesk for further details Further information Copies of the Regulations and details of entry procedure current fees and further information about this and other Cambridge examinations can be obtained from the Cambridge ESOL Local Secretary in your area or from the address on the back cover of this handbook In some areas this information can also be obtained from the British Council The three syllabuses The syllabuses for the three levels follow They describe the topics the grammar and structures the lexis and the tasks on which the tests are based These are test syllabuses Considerable care has been taken to refl ect the language covered in a wide range of Primary English courses and materials A guiding principle for the tests is a desire to close the distance between the children s experiences of learning and of testing Tasks are intended to test the meaningful use of language in clear relevant accessible contexts Children must know what to expect when they sit down to take the tests or the unfamiliarity could cause anxiety For this reason we publish the full vocabulary and grammar and structures lists Teachers should familiarise the children with the test format whilst continuing their normal teaching programmes and concentrate on teaching through a focus on meaning and context In general the language input to the tests is likely to be of a standard British English variety although care is taken to avoid terms which might cause confusion for learners of American English Some American English terms are included in the vocabulary lists Versions of the Listening test contain both British and American accents In terms of a candidate s output both standard British English and standard American English are equally acceptable Cambridge Young Learners English Tests StartersPage 5 Cambridge Young Learners English Tests StartersListening Starters Listening Approximately 20 minutes 20 items Recommendations for candidate preparation Part 1 Practise with pictures to ensure that candidates can recognise all of the nouns on the Starters vocabulary list Reinforce candidates knowledge of any less familiar words with puzzles and vocabulary games Encourage candidates to draw straight lines from each object to its location this will be much less confusing for them when they are PartsMain skill focusInputExpected responseNumber of questions 1 Listening for words and prepositions Picture and dialogueCarry out instructions and position things correctly on a picture 5 2 Listening for numbers and spelling Illustrated comprehension questions and dialogue Write numbers and names5 3 Listening for specifi c information of various kinds 3 option multiple choice pictures and dialogues Tick correct box under picture 5 4 Listening for words colours and prepositions Picture and dialogueCarry out instructions locate objects and colour correctly Range of colours is black blue brown green grey orange pink purple red yellow 5 Summary of Starters Listening Test There are four parts Each part begins with one or two examples All the texts are heard twice Part 1 This is a test of fi ve different lexical items normally taken from two or three semantic fi elds The context is provided by a picture within which the objects are placed by the candidate who has to draw a line from the named object to a location within the picture The information is conveyed by a dialogue between male and female adult speakers Part 2 This is a simple note taking exercise in which candidates hear a conversation between a child and an adult There is one picture to set the context and a comprehension question for each item Each answer is either a name or a number The numbers dictated can be written as digits or words All names are spelled out letter by letter and must be spelled correctly for the mark to be awarded Part 3 This task consists of fi ve questions each a three option multiple choice with pictures Candidates listen to the information conveyed in fi ve separate dialogues in which the speakers are clearly differentiated by age or gender Candidates listen and tick the correct picture Part 4 This is a test of lexis particularly names of colours and prepositions of place There is one large picture and in it there are a number of examples of the same object The candidate has to identify a certain object by listening to details of its position and then colour it in correctly The information is given in a dialogue between an adult and a child Page 6Starters checking their work during the second hearing of the recording Give plenty of practice in understanding and using prepositional phrases so that candidates realise they must listen carefully for prepositions as well as nouns In doing this focus particularly on the prepositions in the Starters vocabulary list and make sure that they are clear about the difference between in and on and on and under Part 2 Make sure that candidates know what is expected of them in this task They should appreciate that they only need to write a name or a number in answer to each question Anything candidates have to write will be clearly heard twice Names which candidates are required to write will be spelled out for them All the names come from the Starters vocabulary list Candidates therefore need plenty of practice in the letters of the alphabet paying particular attention to the vowels and the diffi cult consonants such as G and J Where a number is required candidates should be encouraged to write numbers as digits rather than words to avoid spelling mistakes Candidates will only hear numbers 1 20 so they need plenty of practice in hearing and recognising each of those numbers Part 3 Candidates are allowed time to look at the pictures before they hear the dialogues Encourage them to look carefully at the pictures and to think about what they are illustrating Train candidates to listen to the whole of each dialogue as the answer may well be provided in several parts of the dialogue rather than just one turn Part 4 Ensure that candidates know they should bring coloured pencils to the test Make sure candidates understand what is expected of them in this part of the test They have to identify which one of the seven similar objects in the picture is being described and colour that object in the right way Reassure them that this is an English test and not a test of their colouring skills They should focus on what they hear rather than worrying about how well they are colouring Make sure that candidates are familiar with the names of the colours that they are expected to know at this level StartersListening Cambridge Young Learners English Tests StartersPage 7 Cambridge Young Learners English Tests StartersReading many candidates lose marks by leaving out articles adding unnecessary articles forgetting to make words plural or by misspelling them Part 2 Remind candidates that the whole sentence must be completely true to warrant a yes answer Make sure they read the whole sentence carefully before answering Give candidates plenty of practice matching pictures and sentences drawing their attention to key elements of vocabulary or grammar in the sentences and using pictures which make these distinctions clear Give more pictures than sentences so that they really have to pay attention to the distinctions between for example spots and stripes Part 3 Remind candidates to read all the alternatives before choosing the correct one There may initially appear to be more than one correct alternative but an understanding of discourse features and referencing will provide the correct answer Practise appropriate responses not just to questions but also to statements Give candidates plenty of practice in using the set formulaic expressions in the vocabulary lists and with short yes no answers Give candidates practice in choosing appropriate responses by giving them prompts or questions of the kind found in this part and asking them to predict responses before giving them the options Spend plenty of time establishing which words in the response refer back to the fi rst speaker s words and therefore indicate a correct answer Part 4 Candidates should be encouraged to read the whole text to get a general idea of what it is about before trying to complete the fi rst gap Lexical and grammatical competence is being tested so make sure candidates realise that they need to read the text surrounding the question to be able to correctly fi ll the gap Practice in guessing which word and which kind of word could go into each gap would be extremely useful Candidates can then confi rm their guesses by seeing and choosing from the options on the facing page Give candidates practice in choosing the right form of words plural singular nouns adjectives verbs within sentences and texts Help them to identify words or structures that will indicate what kind of word the answer is likely to be e g if the gap is preceded by some the answer cannot be a countable singular noun Part 5 Useful practice for candidates can be gained from identifying lexis in and establishing what is happening in a picture Candidates can then be given longer texts to read based around the picture In order to understand the story give candidates practice in identifying different ways of referring to people or objects e g John he him Paul s brother and how sentences can be turned around whilst retaining their meaning e g Last Sunday our family went to the park to have a picnic can become The family had a picnic in the park on Sunday Also practice in identifying what is being referred to in a text especially the meaning of pronouns and adverbs such as here and there will be useful Remind candidates to copy the spelling correctly when taking words from the text Part 6 As with Part 4 above candidates should practise forming and choosing the correct type of word nouns adjectives verbs etc to fi t into sentences or texts Remind candidates that the options are given so it is not necessary to think of a word to fi t the space Make sure candidates are familiar with past forms of regular and irregular verbs in the Flyers vocabulary list Part 7 Give candidates plenty of practice in using common collocations such as ask a question do some homework etc Remind candidates to look for Part 7 on the back page of the test booklet Some candidates have left all the answer spaces blank and may not have realised that there was one more part to complete As with all gap fi ll tasks candidates should practise choosing words which fi t the surrounding text lexically and grammatically and which help the text make sense Make sure they do not just consider the text immediately before and or after the gap Their choice of a correct answer may depend on something said further back or further ahead in the text Encourage candidates to self edit making sure they re read the whole text through before they decide their fi nal answers FlyersPage 31 Cambridge Young Learners English Tests FlyersSpeaking Flyers Speaking 7 9 minutes 4 parts PartsMain skill focusInputExpected response 1 Understanding statements and responding with differences Two similar pictures one is the examiner s Oral statements about examiner s picture Identify six differences in candidate s picture from statements about examiner s picture 2 Responding to questions with short answers Forming questions to elicit information One set of facts and one set of question cues Answer and ask questions about two people objects or situations 3 Understanding the beginning of a story and then continuing it based on a series of pictures Picture sequenceDescribe each picture in turn 4 Understanding and responding to personal questions Open ended questions about candidate Answer personal questions Summary of Flyers Speaking Test The Speaking Test is a face to face test with one candidate and one examiner It lasts approximately eight minutes The examiner s language is scripted to ensure fairness to all candidates The script gives examiners scope to offer help and encouragement Each child is taken into the test by an usher This is someone who speaks the candidate s fi rst language and may be known to the child The usher explains the test format in the child s fi rst language before taking the child into the exam room and introducing them to the examiner The mark for the Speaking Test is based on a rating for interactive listening ability pronunciation production of appropriate and extended responses and grammar and vocabulary Part 1 The examiner greets the candidate and checks the candidate s name This part is unassessed The examiner starts the test by demonstrating what is required and showing the candidate two pictures which are similar but have some differences The examiner reads statements about the examiner s picture The candidate must look at the candidate s picture identify six differences and say how the picture is different Part 2 The examiner asks the candidate questions about a person place or object based on a set of question cues The candidate responds using a set of information cues The candidate then asks the examiner questions based on a set of different question cues Part 3 The examiner shows the candidate a sequence of fi ve pictures which show a story The examiner tells the candidate the name of the story and describes the fi rst picture in the story He she then asks the candidate to describe the other four pictures Part 4 The examiner asks the candidate some personal questions on topics such as school holidays birthdays family and hobbies Recommendations for candidate preparation Candidates in the Flyers Speaking test are required to follow instructions and talk in a simple way about different visual prompts and to answer simple questions about themselves These are standard tasks in most English classes for young learners The Cambridge Young Learners English Tests Sample Papers give examples of the kind of pictures instructions and questions candidates will be asked to respond to Part 1 For Part 1 candidates should practise listening to the teacher make a statement about a picture for example In my picture the clock is black relating that to a picture in front of them and commenting on the difference In my picture the clock is red In the test differences between the examiner s statements and the candidate s picture will relate to things like number colour position appearance activity shape and relative size etc Page 32FlyersCambridge Young Learners English Tests Flyers For example In my picture there are two three drinks on the table In my picture there s a helicopter in the sky on the ground Part 2 As well as having practice in answering questions candidates should also practise asking them For example in Part 2 they should be able to form simple questions to ask for information about people things and situations This will include information about time place age appearance etc Candidates should be able to ask question word questions using Who What When Where How old How many etc For example What are the children studying They should also be able to ask Yes No questions for example Has Harry s teacher got a car Additionally they need to