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Next series of webinars for the LanguageCert Comunidad de Madrid project.

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My name is Marios Mofetas. I'm the executive director here at LanguageCert.

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And for those of you who have not joined a previous session,

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let me share once again that we are very excited and very happy working with you on this project.

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Here with me, I have Janet Golding. Janet is the lead academic consultant working with us.

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and she's going to be the person doing the actual presentation this afternoon.

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Before we start with this, though, we have together with us Nieves Buhalanthe from the Comunidad de Madrid.

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Nieves, I'm so sorry if I did actually mispronounce your name, but many thanks for joining us today.

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So please share a few words.

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Oh, okay. Thank you very much, Marius, for your introduction. Yeah, just a few words.

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se os va a presentar el formato de la prueba de nivel B2 que van a realizar vuestros alumnos

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de cuarto de la ESO próximamente, a lo largo del mes de mayo y de junio.

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Entonces, bueno, simplemente deciros que para cualquier consulta que podáis tener en relación

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con la gestión

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o la intendencia de estas pruebas

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os dirijáis

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a nosotros

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a los asesores de referencia

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de la subdirección que haremos

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todo lo posible para

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ayudaros en la organización

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y el buen desarrollo de las pruebas

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en vuestros centros

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y nada más, simplemente

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agradeceros de nuevo vuestra asistencia

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y que esperamos que

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os sea muy útil y provechosa

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estas sesiones

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that's all thank you very much. A quick word just for an

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introduction because we've done several of these webinars we receive a lot of

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questions regarding logistical aspects of the organization of the exams meaning

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like dates, specific questions that have to do with the actual planning of the rooms

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and our team will be in contact with your school if they haven't been already

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ready like there's been a big focus this week for the on the primary schools

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because they're going to start their exams first but please be assured that

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if you have not and if you have not received information that you will

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receive information within the coming days at least before I ask Janet to

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present we have a small video from a Nigel Pike Nigel is the head of our

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assessment strategy and so she'd like to say a few words I'll switch off my

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camera then we'll hear we'll listen to the video and then we're going to reintroduce jack hello and

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welcome to the seminar on the language cert isl examinations for teachers in the comunidad the

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madrid project i'm very pleased to be able to introduce the seminar and start your introduction

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to language cert my name is nigel pike and i've been heavily involved in english language testing

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for over 30 years. I've been working for LanguageCert for the past five years as the

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assessment strategy manager. I work closely with the LanguageCert assessment unit and advise on

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the ongoing development of existing assessment products and the development of new tests.

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To begin with today, I'd like to introduce PeopleCert and LanguageCert as organisations to you.

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PeopleCert has been a global leader in certification for the past two decades

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and delivers web and paper-based tests across 10,000 testing locations around the globe

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and is present in virtually every country in the world.

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The initial work of PeopleCert was to certificate professionals in areas like IT, project management and the like.

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LanguageCert is a UK-based part of the PeopleCert organisation

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and was set up around 10 years ago to develop and deliver high-quality language tests.

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Tests are available in several languages, with LanguageCert partnering with renowned organisations worldwide.

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For example, LanguageCert runs a test in Spanish, where we work together with the University of Salamanca.

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English language testing, however, is the main focus of LanguageCert's work.

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The English language examinations such as the IESOL examinations that will be used in your schools

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are of high quality and are all accredited and regulated by Ofqual, the UK regulator of quality

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examinations. The LanguageCert assessment staff are all highly qualified and very experienced

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in developing tests in line with the CEFR specifications. In 2020 LanguageCert started

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delivering secure English language examinations on behalf of the UK government. These examinations

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are delivered worldwide and are used by the UK Home Office for visa and immigration purposes.

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I think these examples of accreditation and high stakes use of our English language examinations

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indicates the high quality and robustness of the IESOL test that will be used in the

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Schools project in Madrid. All our examinations are carefully matched to the CEFR and we only

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use the most experienced examination materials writers to develop our test materials.

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The test materials are high quality and measure accurately and fairly at each of the CEFR levels

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from A1 through to C2. The tests are of course subject to ongoing validation and research

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activity. This activity is led by Professor David Coniam, who joined LanguageCert from

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the Education University of Hong Kong. So, LanguageCert is, you could say, a relatively

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young testing organisation with the highest quality staff and our examinations are used

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worldwide in rapidly increasing numbers. In Spain, the LanguageCert ISOL examinations

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are recognised by CRWI and ACLES for university graduation, Erasmus, Master's study and so on.

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A majority of the regional governments accept Language Cert qualifications for recruiting

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bilingual teachers, including Madrid, Catalonia, the Basque Country and Andalusia. The exams are

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also accepted for public employment by several entities in Spain, including Correos and the Bank

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of Spain. I hope that gives you some useful background to PeopleCert and LanguageCert.

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Before our presenters go into more detail about the tests themselves, I'd just like to explain

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briefly why I feel they are ideal for your students in the Madrid bilingual project.

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I should say at this point that I have a personal attachment to Madrid,

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as I taught in a state secondary school for a while back in the 1980s.

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A long, long time ago, but a great experience.

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And, in a previous job role, when I was Director of Assessment at Cambridge Examinations, I got to know the Madrid Project reasonably well.

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I visited schools and went into classrooms to see the project in action.

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I've always been so impressed by the Madrid Bilingual Project.

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It is groundbreaking in so many ways and I'm sure brings many benefits to the students in the programme and to the Comunidad de Madrid.

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The ASIL tests themselves are very suitable for school pupils.

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They do not require much specific preparation at all compared to other English language tests.

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And they very much focus on a skills based and communicative approach.

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Your students will carry out realistic tasks and the test materials, especially at the higher levels, are very suitable for students following a clear classroom approach.

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The examination materials are readily accessible to teenagers and the task types will be familiar from activities you use in the classroom, with a wide range of subskills being tested in speaking, listening, reading and writing.

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So, to conclude my introduction to the seminar, I'd just like to express how honoured I feel

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and LanguageCert feels to be able to play a role in such a prestigious project.

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I hope the information you get in the seminar is useful and interesting and we look forward

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to providing tests for your students. Thank you. Thank you Nigel.

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A quick point, as I said before, and if you have any questions, we'll have a question at the end,

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a question and answer session, and we'll be able to answer your questions.

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As we've done in the previous webinars, there is a little box in the application

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where you are able to start populating your answers.

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Janet, we're ready for you once you're ready and prepared, and I hope you enjoy the presentation.

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Thanks, Marius. Hello, everybody. I'm going to talk you through all you need to know about the IESOL B2 examinations.

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And we're going to start with an overview. So the format, the marking criteria, the key features.

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then we're going to have a detailed look at some practice paper samples so you know the types of

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things that will come up in the exam then we're going to discuss the sort of support we offer

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so how to prepare your students within this reasonably tight schedule that you have and then

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consider some next steps and then we'll have an opportunity for you to ask questions so if you

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want to ask any throughout using the chat box that's absolutely fine and then we'll come back

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to those questions at the end of the presentation. So let's go. Starting first of all then with the

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overview and just to mention to you there are two exams the learner has to take, a written exam

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and a spoken exam. So we're going to look first of all at some key features of the written exam

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and in fact as you can see here the written exam focuses on three skills and they're tested

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separately so listening, reading and writing. And here are just some key characteristics of

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the written exam. You'll notice when you have a look at the practice papers or handbooks or

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other documentation, that we integrate grammatical items, lexical items within the testing of the

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skills, i.e. within the sections in the exam paper, so they're not examined separately.

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We feel the exam, as Nigel has mentioned, is very student-friendly and teacher-friendly.

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You can use whatever material you currently prefer in your course books, your supplementary material, even things that you may have used preparing for other exams.

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The basic point for our exams is they all calibrate to the Common European Framework descriptors.

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So if you've got a book that's about B2, then we will be testing the sorts of things that you're already covering for B2, for example.

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And our main focus, it's highly communicative and we're testing real life English skills and we use lots of different everyday contexts to do this.

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Let's have a look now at the key features of the spoken exam.

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Now, at this level, but actually every level, we have topics and four tasks that are based on practical experience and everyday subject areas.

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So we start with personal information as a task, and this is where the candidate gives personal information and opinions and ideas.

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Then they move on to a role play section with the idea that they communicate with the interlocutor.

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And this is followed by an interactive task where the candidate exchanges information and opinions with the interlocutor.

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finally the last thing they need to do is a long turn and this is where the candidate

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speaks about a topic that's selected in fact by the interlocutor

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the exam is a really nice friendly arrangement it's actually one candidate and one interlocutor

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so you don't do your exam with another candidate it's not pairs it's not groups so it's one

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candidate with an interlocutor and I've mentioned this term already interlocutor you may be used to

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perhaps a situation where there's an examiner in the room for us we have language cert highly

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trained interlocutors they're monitored trained and standardized by us they facilitate the exam

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but they don't mark the exam so the whole focus within that speaking test is on the interlocutor

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working closely with the candidate to go through the different tasks and to give that candidate

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the best opportunity to demonstrate what they know. And in fact, how do we mark? Well, we record

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the test, so audio record the test, and then it's sent to be marked by independent and language

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that train, monitors and standardise markers. OK, now let's have a look a bit more at the format,

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the overall format at B2. So if you have a look at this slide, we have some information,

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generic information about the written and the spoken and then some specific information about

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the timings. So the written exam consists of listening, as we mentioned. This is taken first,

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but it's within the whole exam paper for that day. And the candidate will look at working through

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four different parts, 26 questions within the parts, and they are played, the listening texts

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are played twice. And the listening takes about 30 minutes at this level. There then follows a

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sectional reading and writing. The reading consists of four parts and 26 questions,

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and the writing consists of two different tasks. The reading and writing part of the exam is

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flexible, so if a candidate looks at the paper, those two sections, and feels that they are more

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comfortable starting with the writing, they can. They can then go back to the reading. They can do

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one writing task, one reading task if they want to. But obviously, they need to leave enough time

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to complete all the different sections to make sure that they will be assessed as fully as

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possible. And at this level, the reading writing section is two hours and 10 minutes. And by the

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way, there's an extra 10 minutes for the whole paper for the candidate to do their final check.

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And in fact, they have to transfer their answers to an answer sheet unless they've been writing their answers on there from the start.

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So that gives a bit more time for any final checking and to transfer any extra answers onto the answer sheet.

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For speaking, we've mentioned it's a one to one arrangement and it also has four parts.

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And at this level, the candidate and the interlocutor work together during the test and it lasts for 13 minutes.

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By the way, for the written part of the exam, just to let you know, candidates will need to write their answers in pencil on the answer sheet.

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OK, now let's have a little look at the assessment side of things, because I know you'll be interested in that.

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So we start then looking at the writing. Now, the writing is assessed with these four assessment criteria for both different tasks.

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So you will get 12 marks maximum for one task and 12 marks maximum for another.

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And if you have a look here, we've got task fulfilment, accuracy, range of grammar, accuracy and range of vocabulary, followed by organisation.

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And these are typical terms and focus on criteria that you would see in other exams, in fact.

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And each one of these criteria attracts up to three marks.

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So if somebody gets zero, it's usually because nothing has been presented or it's an insufficient sample.

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If somebody gets one, it's below the standard.

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If they get a two, it's to the standard.

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And if they get a three, it's above the standard.

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And by the way, listening and reading attract one mark each.

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OK, so if you have a look here, this sort of then refers to raw scores and scaled scores.

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So listening, reading, writing attract 26, 26, 24 in that order.

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And these are then scaled up by language cert to be out of 50 per skill.

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The overall total score the candidate needs to get to is 150.

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And the the actual pass mark is 50 percent overall.

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And you can see here that somebody will get a pass for 75 upwards, a high pass with 101 upwards.

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And unfortunately, a fail if they attract between zero and 74.

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OK, let's move on to the speaking. Example, so the speaking a little bit different in that the candidate is marked holistically across the whole performance throughout the task.

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So they'll still have these four assessment criteria, a little bit different, obviously, because we're testing speaking.

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Twelve marks in total that are possible. And as you can see here, zero, one, two or three marks are possible.

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So following on from the writing comments, we would say if people get a zero, then it's an insufficient sample, fails to meet the task requirements.

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If they get a one, it's below the standard, often too limited and fails to meet most requirements.

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If they get a two, it's to standard. So mostly OK, but perhaps some limited control.

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And then three is given where it's above standard performance in that criteria and showing effective or sufficient range and control and so on.

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And just to remind you of this in the speaking side of things, you've got task fulfilment and coherence, accuracy, range of grammar, accuracy, range of vocabulary and then pronunciation, intonation and fluency.

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OK. If you'd like to know a little bit more about the specifics for this particular level,

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because there are different mark schemes for different levels, do have a look at our qualification handbook and some other documents I'll mention later.

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But I've given you a sort of generic understanding, I hope, of what we're looking for.

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OK, and then just one more word on the spoken exam.

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As I mentioned, there are 12 marks maximum and this is scaled up by language cert to 50 and then it's a 50 percent pass rate.

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So you've got a pass at 25 to 34, a high pass at 35 and above and a fail would be zero to 24.

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OK, so let's have a look now at some examples of results and certificates.

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So when you're looking at this, it's a generic sample here, but you can notice here that we have a listening, reading, writing sample.

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And so the statement of results will give fail, pass, high pass information, but it will also give a results analysis per skill, which will be helpful for teacher, parent and pupil, hopefully.

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And then everybody that passes each exam, the written or the spoken, will get a certificate showing they've got a pass or high pass.

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Now, let's look in more detail at the actual tasks in the exam.

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We're going to look skill by skill and task by task.

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So, first of all, I'm not sure if you would have had time yet to look at any practice papers or indeed our qualification handbook.

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But for B2 listening, we're looking at, as we mentioned, four parts with 26 items.

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We've got very familiar types of items, multiple choice, filling in gaps, the sorts of things that you would be using in course book material with your learners anyway.

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So they should be quite familiar with these sorts of things.

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And if you look here at the breakdown for each part, you'll notice that in part one, the candidate in the listening section needs to listen to seven short,

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unconnected conversations, and then they have to answer a multiple choice question about each.

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And there are two speakers that they listen to within the conversation.

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In part two, they need to listen to longer, unconnected conversations.

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Three, in fact. And then they have to answer multiple choice questions to each, actually, per conversation.

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And the conversation they listen to has two speakers in it again.

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In the third part, they actually listen to one person speaking and they have to complete a notepad with seven gaps using one to five words.

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We will come back to this, but wherever we designate a maximum number of words, candidates need to do their utmost to complete in the parameters.

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So no more than five words and short answers are expected.

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it. Part four is where there is a conversation on the same topic, followed by six multiple choice

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questions. And again, this time, like with part one or two, you will hear some conversation with

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two speakers. Now, when you do B2 listening, it takes about 30 minutes. And there's some really

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useful audio recordings and transcripts available within our practice papers on our website. So do

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have a look at those. Let's have a look now at some samples. What I've done is put together some

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samples from each different part. But for space and time purposes, we may not always show every

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single part of that section. But this will give you a good enough idea to start with. So if you

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recall, in part one, they will hear some short conversations twice, and they need to complete

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each conversation. And they do this by choosing A, B or C. OK, now let's look at part two.

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So part two has conversations that they hear twice and they need to choose the correct

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answers for each conversation. So here's just a sample, not the full set of questions or indeed

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conversations at this level, but this just gives you an idea. And then in listening part three,

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we mentioned there's a notepad. Well, this is a situation where the candidate will hear somebody

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talking twice, and then they need to complete the information on the notepad. And as I said earlier,

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They need to keep to very short answers of one to five words.

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And if they want to write their answers on the question paper, they can.

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But they need to remember to transfer them to the answer sheet.

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And then here is an example of part four.

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So for listening at B2 part four, the candidates will hear a conversation and they will hear it twice.

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and they need to choose the correct answers from A, B and C. As you see here, here's some

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typical ones. Okay, now let's have a look at reading. So if you have a look here, we mentioned

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earlier there are 26 items and four parts, typically multiple choice, matching, filling

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in gaps, there's the sorts of things they would have done when they're doing reading skills

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practice in class, so nothing unusual we hope, and four parts follow in this way. So the first one

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is a text followed by six multiple choice questions. Part two is where there's a text

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with six gaps and then there are seven sentences to choose from to fill in those gaps and one of

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Those is an extra one. In part three, the candidates will see four smaller texts and they need to read them to find out the answers to the seven questions.

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So they're matching the questions to the text. And we'll have a look at that in a moment.

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And then finally, they would look at a longer text with seven open ended questions.

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So basically, they need to complete the section by answering between one to five words.

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So no more than five words and a short answer is required.

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So let's have a look at some actual examples from practice papers.

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So this one is an example of part one B2 level.

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So as we mentioned, they've got this text to have a look at and then.

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Let me just show you the typical questions or multiple choice.

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OK. And then in reading part two, remember, we said they have to use sentences that are given to them to complete the text and choose the correct one.

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one, obviously, for each gap. There's an extra one. So here's the actual text.

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And then just for space purposes, if we look on the next page, you'll see typical

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statements that need to go back in the text, and there's always an extra one.

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Okay, let's have a look at part three. Remembering we said there are four different pieces of reading

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to do. So here you've got some samples. And then the candidate needs to look at these questions,

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the seven questions, and answer which of those texts, A, B, C, or D, will answer these questions.

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And then finally, you get a longer piece of reading. So this just gives you an example

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at B2 of that and then if you have a look here the questions you have to answer you are required

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to write a maximum of five words for each question. Okay now let's have a look at the

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writing at this level. So at B2 level the candidate will have two tasks to complete,

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both are mandatory. Part one will require them to write between 100 and 150 words and

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in a more neutral or formal manner the audience, the person you're writing to will be clearly

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specified in the question paper in the rubrics and they will need to cover three content points

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which again are within the rubric. And then in the second piece of writing they do,

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they need to complete 150 to 200 words and it's informal.

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Again, they'll get a specified reader, whereas the first one is a public audience.

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This one could be a friend or somebody else, but it's for an informal piece of writing.

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And there'll be two points to cover in your piece of writing.

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So let's have a look at some examples taken from our current practice papers.

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So for the first part here, you've got to write a review.

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Covering these three things and you get some information here to read first to help you.

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And then here's a typical one for part two.

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So here you're describing someone famous you'd like to meet, why you'd like to meet them and what you would like to find out from them.

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Now, you'll notice here in particular, just in the example, you have some space for writing your answer.

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Candidates need to be trained to remember that they can write anything they like here.

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mind maps, bullet points, an original version, something they want to correct, but they must

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transfer the final version to the answer sheet. The question paper will not be marked, only the

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answer sheet. But there's plenty of space on this question paper for people to write things

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that will help them focus, to get their ideas, brainstorm them, put them in an order,

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but they must remember to put both final versions on the answer sheet in pencil.

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OK, now let's move on to the spoken exam.

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And if you recall, there are four parts, giving personal information, role playing, an interactive task and speaking about a topic chosen by the interlocutor.

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And as we said earlier, it's a 13 minute exam. Now, let's look at some samples from our practice papers.

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What I would like to point out to you is it might be a little bit different to what you used to with spoken samples and practice papers with other boards.

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With us, the actual paper will show you the whole thing.

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It will show you all the interlocutor instructions, the detail, the choices they might have.

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But in the exam, the candidate will not see the exam paper.

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OK, so every level starts with the interlocutor asking the candidate to spell their family name and to say which country they're from.

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Then the candidate at this level will ask the sorry, the interlocutor will ask the candidate up to five questions, one from each set.

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Now, we haven't got the full number of questions here just for space purposes, but you could get the area where you live, photography, money management, personal comfort, et cetera, et cetera.

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And then there will be a number of questions and the interlocutor will choose one from up to from one from each of these topics up to five within the time,

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because each section in this speaking test has to adhere to a certain timing for standardisation purposes.

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But that's not for the candidate to worry about. That's something the interlocutor deals with.

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And then let's have a look at a typical part two. So as you would recall, we're doing role plays in part two.

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And the interlocutor will choose two situations. Situation A, which is an example where the interlocutor initiates discussion.

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And a situation B, where the candidate initiates the discussion.

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If there's any time which is entirely left up to the discretion of the interlocutor, there might be the opportunity to do a third situation, but everybody will do one situation A and one situation B.

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And don't forget, by the way, throughout the role playing, the candidate is themselves.

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It's only the interlocutor that's playing a role.

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Now, let's have a look at an example of part three, which, as I mentioned, is an interlocutor candidate interactive task.

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So they are exchanging information with each other. And in fact, it's a bit like a brainstorming, if you like, in that they're working together, making decisions.

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They could be agreeing and disagreeing. Depends what what the task is asking you to do.

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But there's no special way to do it. There's no magic answer. It's just working through the task sheets.

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Now, if you notice here, the interlocutor will have a task sheet and they will give the candidate a different task sheet at this level.

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the candidate will only see their task sheet and then once the activity has finished

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the task sheet will be taken back by the interlocutor but just regarding the whole thing

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the there is no choice with this task by the way there will be one particular rubric

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so the interlocutor will read aloud the rubric and then they will give the candidate at this left

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less at this level 20 seconds just to have a quick think about things and to have a look at the list

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and then they will start together any time in fact with any of these tasks part one two three or four

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if the candidate needs to ask a repetition or clarification they absolutely should feel

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comfortable to do so because it's a normal effective part of communication so they mustn't

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worry about that. Okay now let's have a look at a sample of part four. Now part four is like a mini

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presentation for the candidate so they've got to present ideas about a topic in a logical way.

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So the interlocutor will have a choice of three topics and based on what you as the candidate and

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the interlocutor talked about already, and based on you as the candidate anyway, the interlocutor

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will choose the most appropriate topic for you out of three options. So, for example, here they've got

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in part four, you're going to talk about something for two minutes. Your topic is some festivals in

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your country. Now, there's a procedure involved with this before you start speaking. So, the

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candidate is given a piece of paper and a pen or a pencil and the interlocutor will repeat the topic

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and then the candidate is given 30 seconds to think about what they're going to say and maybe

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think about the order they're going to present it. The interlocutor will then tell them when to start

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so they give their long term and then the interlocutor will thank the candidate and ask

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some follow-up questions like these ones, which will be based on the same topic. Okay, so hopefully

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that's given you a bit of an idea, a bit of a flavour of what tasks will come up. And as I

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mentioned, I'll mention again in a moment that the practice papers are really handy to have a look at

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from our website. So let's move on now to talk a bit further about how we can support you with

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preparing your candidates for these B2 exams. So I've mentioned them a lot so far, but as you can

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imagine, the practice papers are really, really handy when you're new to an exam, both you and

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the candidate to have some reassurance to get familiar with what might come up, but also the

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timings, the layout, the answer sheet and how that looks. So, you know, it's very helpful for you

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to be able to look at these. You might want to do one as a mock. You might want to focus on the

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time management side or exam etiquette tips with your candidates. Basically, the format is if you

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have the written one, for example, you will have a question booklet. You'll have transcripts for

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the listening, the audio recordings for the listening, which is great because you don't

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always get those with practice tests, and there will be a key. Now that key is helpful actually

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because, you know, we were talking about the maximum number of words. You can see just by

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looking at the keys what we're asking for, the different alternative answers, and it might make

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it clear for you and for the candidate to realise why it's not four sentences that are required

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there. And most importantly, I would say is, if you look on the right hand side here, this sample

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of an answer sheet, because the quicker they get used to what one looks like, the less stress

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they'll be in the exam. Now, as we mentioned, if you're doing the written paper, you certainly

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are at leisure to write on the question paper, anywhere on it, anything you need to, to help you

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write your answers. But you must, as a candidate, leave enough time to put your answers on the

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actual answer sheet. And as we mentioned, they have to be in pencil. To find out more about where

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to look for this practice material, I'll just put a link direction if you like. So you go to the

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preparation section of our website, then you look for practice material, and then you go to the

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iESOL section. You'll find lots of useful information, including these practice papers.

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In addition, there are some other very useful documents that will be helpful for you when you're preparing your learners.

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So if you look at the front on the left here, first, the qualification handbook, there's a speaking one and a written one.

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And everything you need to know about the assessment side is in there.

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competencies for the level format and features assessment information topics that come up for

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the level functions grammar items it's all in there also that are very helpful for you for

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the written is the qualification overview and the written performance booklets and there'll be

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sample scripts in there that you can have a look at and see how we mark and what we give the learner

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and then the assessing speaking performance is also really helpful because it will give you

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the descriptors and the mark schemes for the particular levels and then I highly recommend

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the document on the right hand side preparing learners for the speaking exam because there

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are activities assessment information examiner tips and extra practice papers as well so there's

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a lot there. I think you'll find it all useful and you can access from the same place as I mentioned

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with the practice papers. Okay, and then we move on to what to do next now that you've heard

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this presentation. So we suggest that you watch and listen the seminar recording again. It will

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be sent to the Consellera Educacion website, usually the day after the presentation, but

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they're all up there for you to have a look at. You need, as we've mentioned, to look at the

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practice papers and qualification handbooks on our website. There are lots of other materials

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on our website, but we realise time is tight, so those are the most important ones. But you might

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want to look at the FAQs, you might want to have a look at our YouTube channel and absolutely

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the academic support team is here for teachers. So if you have any other academic questions

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please do get in touch with Paul or myself, we are the academic support team.

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Here are some key details for you, we've got the email address for Paul and myself at the academic

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support team, the website address. And then if you're interested in seeing us or following us

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on Facebook or LinkedIn, please do so. And on that note, I would like to say thank you so much

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for your attention. And we will move over in a moment to any questions you've asked already.

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And any you may wish to ask by putting them in the chat box now.

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Thank you, Janet.

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Thank you.

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Letting you catch your breath after this session.

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I'm going to take a quick lead in answering a few of the questions as I read them in the chat box.

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The team is working.

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I'm starting with the last one, which is, again, one of the logistic nature.

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The team is working until quite late each evening.

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So you can expect answers on logistical questions quite late in the afternoon.

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and they're working hard to try and accommodate the various needs for the exam scheduling.

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The adaptability of the exam materials, we've taken extra care to adapt the materials to the

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age groups and the educational background of candidates. This is more of a case for the

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12-year-old candidates for the primary school, but also for the 15-year-olds on the B2 level

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that we're speaking about here today.

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In the very common question,

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we need to have an FAQ on this, Janet,

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on the listening part three.

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The people need to answer with three words.

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Is that the one correct?

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Wherever you've got your requirement of the words,

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you need to stick to that.

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I have checked that if you went over one word in either the reading section like this or the listening, that's OK, but no more than that.

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So but it's absolutely the way those things are written.

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It would absolutely be enough to produce that number of words.

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So candidates need to get in the practice of supplying short answers to both reading and listening texts.

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and in particular for this exam, for the ones that we ask them to look at.

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Okay.

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Another question that I can see here.

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As Janet explained, the spoken part and the written part are completely independent exams.

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00:48:54,210 --> 00:48:59,110
So a candidate can receive the appropriate marks to pass one and not the other.

397
00:48:59,710 --> 00:49:04,090
Obviously, in order to achieve the full level, they need to pass both exams and all four skills.

398
00:49:04,090 --> 00:49:13,429
But the candidates will receive a statement of results for both parts of the exams with specific points on each of the criteria.

399
00:49:15,829 --> 00:49:24,349
The 10-minute rules is usually announced by the invigilators as well as the 15-minute mark before the exam.

400
00:49:24,349 --> 00:49:32,250
but we do suggest that you explain these things to the candidates so that they know what to expect

401
00:49:32,250 --> 00:49:37,929
because one of the interesting things about this exam is that the candidate has the ability to

402
00:49:37,929 --> 00:49:42,789
shift his or her time according to its own her own needs so they can use the 10 minutes

403
00:49:42,789 --> 00:49:54,619
in any way they deem appropriate in reality i'm also just having a bear with me everybody

404
00:49:54,619 --> 00:49:59,960
yes we will check with the

405
00:49:59,960 --> 00:50:01,320
with the

406
00:50:01,320 --> 00:50:03,440
about the links

407
00:50:03,440 --> 00:50:06,099
and

408
00:50:06,099 --> 00:50:07,760
resend it to all of you

409
00:50:07,760 --> 00:50:11,800
the links for the webinar

410
00:50:11,800 --> 00:50:13,980
or the links for the practice papers

411
00:50:13,980 --> 00:50:15,380
no the links for the webinar

412
00:50:15,380 --> 00:50:16,239
yeah

413
00:50:16,239 --> 00:50:19,940
there's one certificate for writing and one for speaking

414
00:50:19,940 --> 00:50:20,599
correct

415
00:50:20,599 --> 00:50:23,940
we do not know

416
00:50:23,940 --> 00:50:29,619
there's a there's a good question about the uh special request uh special considerations

417
00:50:30,179 --> 00:50:36,260
request uh you did well to reach out to the team that has contacted you and also

418
00:50:36,260 --> 00:50:43,139
reach to the community to the team there to speak to them about this i don't know if you

419
00:50:43,139 --> 00:50:51,059
send it on time or what is anything specific about it but please send this information over

420
00:50:51,059 --> 00:50:57,159
somebody's asking about spelling mistakes in listening or reading at this level it's actually

421
00:50:57,159 --> 00:51:02,960
the same whichever level but um as long as we understand what you mean we're not testing writing

422
00:51:02,960 --> 00:51:09,639
in those uh listening reading sections so you would still get the mark if it's the correct answer

423
00:51:09,639 --> 00:51:14,860
even if it's felt incorrectly i just want to go back i've just got a practice paper in front of

424
00:51:14,860 --> 00:51:22,280
me to do a listening part three and obviously it's one to five words so if you produced six words we

425
00:51:22,280 --> 00:51:27,099
would give you the mark but there's a bigger picture here trying to train your learners to give

426
00:51:27,099 --> 00:51:34,280
up to the number that we require and actually if you do it's a really good tip although I say so

427
00:51:34,280 --> 00:51:40,519
myself if you get a chance to have a look at the keys for the practice papers on the website you'll

428
00:51:40,519 --> 00:51:46,239
see some examples of this and you'll see most of the time it's one or two words that would make

429
00:51:46,239 --> 00:51:51,880
quite enough sense to get the answer and that would apply also for the reading where you've

430
00:51:51,880 --> 00:52:01,039
also got a requirement in part four to give in this case a maximum of five words so again look

431
00:52:01,039 --> 00:52:06,059
at the keys and you'll see the type of not just the answer that's acceptable but the way it's

432
00:52:06,059 --> 00:52:18,800
written how many words etc okay and in terms of um um in terms of the type of the writing essays

433
00:52:18,800 --> 00:52:26,500
janet i don't know if you have a list of what it is just for um for me to the best thing to do

434
00:52:26,500 --> 00:52:31,800
there's a combination with this so we gave you the overview but the best thing to do is look in the

435
00:52:31,800 --> 00:52:38,159
writing handbook for the all the different genres but obviously don't forget we're also testing the

436
00:52:38,159 --> 00:52:42,380
functional side of things and the ability to follow the instructions that cover the number

437
00:52:42,380 --> 00:52:49,760
of points you need there's a really good exemplification in the qualification overview

438
00:52:49,760 --> 00:52:59,139
just bear with me a minute just bear with me and you know it's a quick one to read it's not

439
00:52:59,139 --> 00:53:03,380
something that's going to take you hours and hours so the qualification overview will help as well

440
00:53:03,380 --> 00:53:10,639
albeit the handbook is a detailed document but i mean everything you need is in there but um

441
00:53:10,639 --> 00:53:14,300
you know there's other documents like the assessing the writing performance that

442
00:53:14,300 --> 00:53:18,179
you can have a look at and you'll see samples of what's asked about as well

443
00:53:18,179 --> 00:53:30,579
i don't see any more questions maria teresa we have seen your request we'll try and

444
00:53:30,579 --> 00:53:34,739
and have a look at this that's for computers

445
00:53:34,739 --> 00:53:45,159
you do need to have equipment to play mp3s in each room that you're going to have listening

446
00:53:45,159 --> 00:53:58,429
so i've got one here about the speaking part so in the speaking so part one part two and part

447
00:53:58,429 --> 00:54:05,389
four the candidate doesn't choose it the interlocutor has the choice from a number of

448
00:54:05,389 --> 00:54:13,130
items so obviously when people look at practice papers including candidates they can look at all

449
00:54:13,130 --> 00:54:20,010
the options but in the exam they just need to listen to the examiner sorry the interlocutor

450
00:54:20,010 --> 00:54:26,389
the only time they'll be given anything is the task sheet in part three but other than that they

451
00:54:26,389 --> 00:54:33,369
just have to listen and they can ask a repetition or clarification any time in the test but it is

452
00:54:33,369 --> 00:54:38,929
up to the interlocutor and the way we train them um is to facilitate guide and choose the most

453
00:54:38,929 --> 00:54:52,420
appropriate questions for the person in front of them from the options they have i'm just checking

454
00:54:52,420 --> 00:54:59,300
maris have you seen anything there's another question that if we allow teaching staff from

455
00:54:59,300 --> 00:55:04,960
the schools to be in the in the examination rooms in general no is the answer

456
00:55:04,960 --> 00:55:12,380
if there's something that some members of your staff come and help might be the case but in

457
00:55:12,380 --> 00:55:21,699
general the teachers are not allowed in the in examinations room um i'm just oh yes somebody

458
00:55:21,699 --> 00:55:28,900
mentioned is the spoken exam recorded yes it's audio recorded and then it's sent back

459
00:55:28,900 --> 00:55:30,920
electronically to language

460
00:55:30,920 --> 00:55:32,940
for markers to mark it.

461
00:55:32,980 --> 00:55:35,000
So not video recorded, but audio

462
00:55:35,000 --> 00:55:35,599
recorded.

463
00:55:38,780 --> 00:55:40,239
And there's no extended

464
00:55:40,239 --> 00:55:42,320
certification, so the candidate

465
00:55:42,320 --> 00:55:44,500
does the B2 exam

466
00:55:44,500 --> 00:55:46,300
will only get, if successful,

467
00:55:46,440 --> 00:55:48,099
a B2 certificate or not.

468
00:55:48,280 --> 00:55:49,519
They will not get a B1

469
00:55:49,519 --> 00:55:52,000
or a C1.

470
00:55:58,559 --> 00:56:00,079
Somebody's asked how many ticks

471
00:56:00,079 --> 00:56:01,619
are there listed. I think you mean how many marks.

472
00:56:01,780 --> 00:56:03,940
So it would be, in rule marks, it would be 26

473
00:56:03,940 --> 00:56:09,079
it's because you've got and the same for readings you've got 26 marks for reading 26 for right

474
00:56:09,079 --> 00:56:16,340
for listening but don't forget they get scaled up by language cert but the raw marks that you've

475
00:56:16,340 --> 00:56:29,250
got 26 questions and there's a mark for each both for listening and for reading just checking

476
00:56:29,250 --> 00:56:35,630
I think I've covered what I can see Maris I don't know if there's anything else you can see there

477
00:56:35,630 --> 00:56:43,769
No, but I've spoken with many of the colleagues from the bilingual project,

478
00:56:43,909 --> 00:56:47,170
so do send them questions or do send the team a question.

479
00:56:47,849 --> 00:56:49,630
We're working hard to try and address them.

480
00:56:49,630 --> 00:56:56,829
All questions that have to do with data protection, consent, the special considerations,

481
00:56:57,530 --> 00:57:02,849
we'll work with the team to try and address all your questions.

482
00:57:07,500 --> 00:57:09,460
I'm not 100% sure it's the last question.

483
00:57:09,500 --> 00:57:11,920
if we're going to send the certificates and the statements to the schools?

484
00:57:12,059 --> 00:57:21,739
I believe yes, but let me just double-check this for me to give you the appropriate and accurate information.

485
00:57:25,860 --> 00:57:31,760
I think we tried our best to answer all the questions before passing the answers.

486
00:57:31,760 --> 00:57:34,860
The students will not have extra paper.

487
00:57:34,960 --> 00:57:41,739
They can use the exam paper to write their answers before they move into the answer sheet.

488
00:57:42,579 --> 00:57:46,679
Yes. Use the question paper in whatever way would help you.

489
00:57:47,039 --> 00:57:54,239
But remind the learners if they're not used to using answer sheets, they absolutely need to leave time.

490
00:57:54,719 --> 00:58:01,300
Don't leave it all to the last minute because there's no way you could write your full versions of your writing task, for example, at the end.

491
00:58:01,300 --> 00:58:11,059
So they need to find ways and strategies of managing their time effectively so they have all their answers on the answer sheet by the end.

492
00:58:14,909 --> 00:58:24,190
Thank you very much all for your kind answers, your kind attention.

493
00:58:24,610 --> 00:58:28,170
Yes, the kind of students need to bring their own pencils to the exams.

494
00:58:28,829 --> 00:58:34,130
And as far as the equipment for the exams, you will speak with a team that will contact you on the logistics.

495
00:58:34,130 --> 00:58:42,050
Essentially, a computer with some speakers or a device that you use for your listening file.

496
00:58:42,050 --> 00:58:45,050
the team will come with USB sticks

497
00:58:45,050 --> 00:58:46,309
to play the Epi3s.

498
00:58:53,219 --> 00:58:55,019
Thank you very much all for your attention

499
00:58:55,019 --> 00:58:56,380
and have a great evening.

500
00:58:57,239 --> 00:58:59,360
Thank you everybody. All the best. Very good

501
00:58:59,360 --> 00:59:00,280
luck to your learners.

502
00:59:00,940 --> 00:59:01,179
Bye.