LEARNING OBJECTIVES FOR SPEAKING SKILL YEAR 1 - YEAR 2
Year 1 Year 2
1. give very basic personal information using fixed 1. give simple personal information using basic
phrases. statements.
2. find out about very basic personal information 2. find out about personal information by asking
using fixed phrases. basic questions.
3. express basic likes and dislikes. 3. give a short sequence of basic instructions.
4. greet, say goodbye, and express thanks using 4. ask about and express ability.
suitable fixed phrases.
5. describe objects using suitable words and
5.name or describe objects using suitable words phrases.
from word sets.
6. keep interaction going in short exchanges by
6.ask for attention or help from a teacher or using suitable non-verbal responses.
classmate using one word or a fixed phrase.
7. ask for attention or help from a teacher or
7. introduce self to an audience using fixed classmate by using suitable statements and
phrases. questions.
8.introduce self and others to an audience using
fixed phrases.
THE FORMAT OF THE SPEAKING TEST YEAR 1 & YEAR 2
The standard paired test takes 6 - 7 minutes and consists of two parts which are designed to elicit a
range of speaking skills from the students.
Test Task Format Students Output
Format Interaction
Input Discourse Features Functions
Pattern
Part 1 Teacher Teacher prepares Responding to Giving
Interview interviews questions for teacher’s information
students gaining questions about self (bio
information on data) and of
self and - Ability to use social context.
2- 3 minutes experiences learned structure.
gained in school
- Coherence and
clarity of speech.
Part 2 Paired Session Pupil A and Pupil - Asking and Sounding letters,
B are given a answering words and
Prompt- Picture Pupil respond to series of pictures questions. phrases
Cards questions based / letters
on given - Ability to use Listen -
stimulus from Pupil A will ask learned structure. match/point
4 - 5 minutes partner/ teacher 3 questions by /identify and say
pointing to the -Coherence and (name) things
picture or letters. clarity of speech.
The pair answers. Able to use
- Accuracy and learned
Then repeat for appropriateness of structure in
student Pupil B linguistic resources asking and
with a different answering
set of visuals. questions.
Teacher asks 2
questions to
each pupil
related to the
picture cards.
THE SPEAKING ASSESSMENT SCALE YEAR 1 & YEAR 2
Communicative Competence
Score Grammar (10 Marks) Vocabulary (10 Marks)
(10 Marks)
Can show a good Can use a range of vocabulary and Can make him/herself
control of simple expressions to greet, to talk about understood with minimal
sentence structures. personal information, basic likes pauses.
Can use suitable fixed and dislikes and to describe Can initiate, express self,
phrases efficiently objects. describe objects and
and confidently. participate in conversations
A Minimal repetition of words. using at least 3 sentences
correctly and confidently.
9-10
Can answer
straightforward questions
using fixed phrases
correctly with ease and
great confidence.
Can show sufficient Can use suitable vocabulary to
control of simple greet, to talk about personal Can make him/herself
sentence structures. information, basic likes and dislikes understood but may have
and to describe objects. some pauses.
Can use suitable fixed
phrases correctly. Can convey meaning but may use Can initiate, express self,
some inappropriate vocabulary or describe objects and
B
some repetition. participate in conversations
using at least 2 correct
7-8
sentences.
Can answer
straightforward questions
using fixed phrases
correctly.
Can show very basic Can use very basic vocabulary to Can manage short utterances
control of simple greet, to talk about personal but may have frequent
sentence structures. information, basic likes and dislikes pausing.
and to describe objects. Can express self, describe
Can link words or objects and participate in
phrases. Can produce responses with some simple conversations using 1
C
repetition of words. correct sentence.
5-6 Can answer
straightforward questions
using fixed phrases with
minimal errors and some
support.
D Can show limited Can use limited vocabulary to Can manage very short
control of simple greet, to talk about personal utterances with a lot of
3-4 sentence structures. information, basic likes and dislikes pausing.
. and to describe objects.
Can introduce self, describe
Can link limited words Can produce responses with objects and participate in
or phrases. frequent repetition of words. simple conversations using
limited fixed phrases correctly.
Can answer
straightforward questions
using fixed phrases with
some errors and lots of
support.
Can hardly produce Can use very limited vocabulary to Can use two or three word to
meaningful words greet, to talk about personal convey simple information
and fixed phrases information, basic likes and dislikes with longer pauses and some
and to describe objects. gestures to indicate the
he/she does not understand..
Can hardly introduce self,
describe objects and
E participate in simple
conversations using one word
1-2 or limited fixed phrases.
Can hardly answer
straightforward questions
using chunk of words
although with a lot of
support.
F Student does notproducesufficient languageto beassessed.
Student useslanguage(s) other thanEnglish.
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LEARNING OBJECTIVES FOR SPEAKING SKILL YEAR 3 - YEAR 4
Year 3 Year 4
1. ask about and express basic opinions. 1. explain and give reasons for basic opinions.
2. find out about and describe basic everyday 2. find out about and describe experiences in
routines. the past.
3. give a short sequence of basic directions. 3. give a longer sequence of basic instructions
or directions.
4. ask about, make and respond to simple
predictions. 4. give reasons for simple predictions.
5. describe people and objects using 5. describe people, and objects using suitable
suitable words and phrases. statements
6. keep interaction going in short exchanges by 6. keep interaction going in short exchanges by
repeating key words from the other speaker. using suitable words:
(i) to show understanding.
(ii) to ask for clarification.
7. ask for attention or help from a teacher or
classmate by using suitable questions.
7.check steps needed to complete short
classroom tasks
8. narrate very short basic stories and events.
8. narrate short basic stories.
THE FORMAT OF THE SPEAKING TEST YEAR 3 & YEAR 4
The standard paired test takes 7 - 9 minutes and consists of two parts which are designed to elicit a
range of speaking skills from the students.
Test Task Format Students Output
Format Interaction
Input Discourse Features Functions
Pattern
Part 1 Teacher Teacher prepares Responding to Giving factual
Interview interviews questions for teacher’s information about
students gaining questions self (bio data)
information on
self , experiences Talking about
2-3 minutes and plans experience and
circumstances.
Expressing
opinions
Part 2 Individual Student A is -Talking about -Giving
Prompt- Picture short turn given a series of pictures information of a
Cards talking about individual - Ability to non-
pictures with pictures they are manage discourse. personal kind
short asked to talk
4 -5 minutes response about the -Coherence and - Talking and
question for picture. clarity of message describing things
partner (up to 1 minute
to describe the -Organisation of - Using suitable
pictures with 45 language words and ideas
seconds to when necessary
prepare). -Accuracy and
appropriateness of
Student B is linguistic
given a short resources
question on
his/her partner’s
pictures.
Then repeat for
student B with a
different set of
visuals.
THE SPEAKING ASSESSMENT SCALE YEAR 3 & YEAR 4
Communicative Competence (10
Score Grammar (10 Marks) Vocabulary (10 Marks)
Marks)
Can show a good control Can use a range of vocabulary Can make him/herself understood
of simple grammatical and expressions to talk about though there minimal pauses.
structures. everyday situations and Can initiate, maintain, and close a
A familiar topics.
. conversation without much
9-10 Can convey meaning but may difficulty.
have inappropriate vocabulary Can ask for clarification and
further details when necessary.
Minimal repetition.
Can show sufficient Can use suitable vocabulary to Can make him/ herself to an
control of simple talk about everyday situations understandable level but may
grammatical structures. and familiar topics. have pauses.
B
Can initiate,maintain and close a
Can convey meaning but may conversation with some difficulty
7-8 use some inappropriate and using less rehearsed phrases.
vocabulary or some repetition.
Can ask for clarification when
necessary.
Can show limited control Can use basic vocabulary to Can manage short utterances but
of simple grammatical talk about everyday situations may have frequent pausing.
structures. and familiar topics. Can initiate,maintain and close a
C
conversation with difficulty and
Can produce responses with using rehearsed phrases.
5-6 some repetition of words and
Can indicate with phrases and
phrases
words that he/she does not
understand.
Can show very basic Can use some / a limited level Can manage utterances with much
control of simple of vocabulary to talk about pausing.
grammatical structures. everyday situations and
familiar topics. Can initiate, and close a
D
. conversation with much difficulty
Can produce responses with and using rehearsed phrases.
3-4
frequent repetition of words
and phrases. Can indicate with words, intonation
and gestures that he/she does not
understand.
Can show very simple use Can use two or three word Can use two or three word phrases
of word order in very short phrases to talk about everyday to convey simple information with
utterances. situations and familiar topics longer pauses and some gestures
E with limited control. to indicate the he/she does not
understand..
1-2
Can respond to simple questions
and participate in very short
conversation.
F Student does not produce sufficient language to be assessed.
Student uses language(s) other than English.
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THE FORMAT OF THE SPEAKING TEST YEAR 5 & YEAR 6
The standard paired test takes 10 -11 minutes and consists of two parts which are designed to
elicit a range of speaking skills from the student
Test Task Format Students Output
Format Interaction Discourse
Input Functions
Pattern Features
Part 1 Teacher Teacher Responding to Giving factual
Interview interviews prepares teacher’s information
students questions for questions about self (bio
gaining data)
information on
2-3 minutes self , opinions , Talking about
experiences and present
plans circumstances
and past
experience
Expressing
opinions and
talking about
plans
Explaining and
giving reasons.
Part 2 Individual Student A is -Story telling -Giving
longer turn given a -Sustaining turn information of a
1. Prompt-card (story telling) composite managing non-
Composite with a short picture or a discourse: personal kind
picture/ Picture response series of -Coherence and -Explaining and
series question for pictures which clarity of message giving reasons
Partner tell a story, they -Organisation of -Describing
are asked to language and people, places
create the story. ideas and situations
(up to 1 minute -Accuracy and -Naming personal
4 - 5 minutes to describe appropriateness characteristics,
images with 45 of objects and
seconds to linguistic activities
prepare). resources -Paraphrasing
words and ideas if
Student B is necessary
given a short
question on
his/her partner’s
story. Then
repeat for
student B with a
different set of
2. Situational Responding with visuals.
Exposure explanation/
giving opinion / Teacher tell two
facts pupils a
2 minutes situation and ask
the to response.
THE SPEAKING ASSESSMENT SCALE YEAR 5 & YEAR 6
Communicative Competence (10
Score Grammar (10 Marks) Vocabulary (10 Marks)
Marks)
Can show a good control Can use a range of vocabulary Can make him/herself understood
of simple grammatical and expressions to talk about though there minimal pauses.
structures. everyday situations and Can initiate, maintain, and close a
A familiar topics.
Can use suitable and conversation without much
9-10 appropriate connectors to Can convey meaning but may difficulty.
link simple sentences. have inappropriate vocabulary Can ask for clarification and
further details when necessary.
Minimal repetition.
Can show sufficient Can use suitable vocabulary to Can make him/ herself to an
control of simple talk about everyday situations understandable level but may
grammatical structures. and familiar topics. have pauses.
B Can initiate,maintain and close a
Can use connectors to link Can convey meaning but may conversation with some difficulty
simple sentences. use some inappropriate and using less rehearsed phrases.
7-8
vocabulary or some repetition.
Can ask for clarification when
necessary.
Can show limited control Can use basic vocabulary to Can manage short utterances but
of simple grammatical talk about everyday situations may have frequent pausing.
structures. and familiar topics. Can initiate,maintain and close a
C conversation with difficulty and
Can link words or phrases Can produce responses with using rehearsed phrases.
with connectors. some repetition of words and
5-6 Can indicate with phrases and
phrases
words that he/she does not
understand.
Can show very basic Can use some / a limited level Can manage utterances with much
control of simple of vocabulary to talk about pausing.
grammatical structures. everyday situations and
familiar topics. Can initiate, and close a
D Can link words or phrases conversation with much difficulty
with very basic connectors. Can produce responses with and using rehearsed phrases.
3-4 frequent repetition of words
and phrases. Can indicate with words, intonation
and gestures that he/she does not
understand.
E Can show very simple use Can use two or three word Can use two or three word phrases
of word order in very short phrases to talk about everyday to convey simple information with
1-2 utterances. situations and familiar topics longer pauses and some gestures
with limited control. to indicate the he/she does not
understand..
Can respond to simple questions
and participate in very short
conversation.
F Student does not produce sufficient language to be assessed.
Student uses language(s) other than English.
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