A partir de este nivel los estudiantes son testeados en las cuatro macro habilidades por separado incluyendo el uso del lenguaje. Además este nivel está incluido en el marco común de referencia europeo.
LOS ESTUDIANTES SON EVALUADOS EN:
● El reconocimiento y uso de vocabulario incluyendo phrasal verbs.
● Tiempos verbales: Pasados (simple, continuo), Presentes (simple, continuo, perfecto) Futuros.
● Verbos modales.
● Question tags para chequear información.
● Pronombres relativos.
● Pronombres reflexivos.
ACTIVIDADES A REALIZAR EN EL EXAMEN:
● Escritura de un texto narrativo / descriptivo.
● Completamiento de un texto con información faltante.
● Reordenamiento de oraciones.
● Múltiple opción.
● Respuestas a preguntas dadas.
GRAMMAR AND STRUCTURES LIST
GRAMMAR AND STRUCTURES | WHAT ARE THEY USED FOR? | SOME EXAMPLES |
VERBS |
Future simple -will
1st conditional – with ‘if’ clause present and result clause will/won’t | Talking about future plans.
Talking about future plans which have conditions on them. | What will you do when you are older?
If it rains, we won’t go to the park. |
Future of intention ‘be going to’ | Talking about future intentions. | I’m going to see a film this evening. |
Past continuous – when, while | Talking about past activities which were interrupted. | I was having my breakfast when the postman knocked.
While I was studying, he played loud music. |
Used to | Talking about long past habits and states. | My father used to work in an office.
My sister used to have long hair. |
Modals -should, must | Expressing obligation and advice. | You must study hard if you want to go to university.
You mustn’t worry about it.
You should always lock your car. |
Infinitive of purpose | Talking about the purpose of doing something. | Jane went to America to learn English. |
QUESTION TAGS |
Isn’t he? Aren’t you? Do you? Etc | Asking for confirmation of a negative or positive statement or inviting an answer to a question | You are coming to my party, aren’t you?
You haven’t seen my car keys, have you? |
RELATIVE PRONOUNS |
Which, who, that | Identifying people and objects | This is the best cake that I have ever eaten.
Jack is the one who is sitting at the back of the class. |
REFLEXIVE PRONOUNS |
Myself, himself, herself, etc. | Identify people and objects | He hurt himself. |
ADVERBS |
Adverbs of frequency, e.g.
never, sometimes; adverbs of manner, e.g. quietly, slowly; adverbs of time, e.g. today, now. Adverbs of degree, e.g. a lot, a little
(and associated word order)
Simple modal adverbs e.g. possibly, probably, perhaps
Adverbs of sequence e.g. first, finally, next, then | Describing how often, how, when and to what extent people do something.
Indicating degree of possibility.
Ordering events and understanding instructions and directions | I have never flown in a plane.
At the moment, the children are playing in the park.
The children walked home slowly.
He is probably in his room.
First, I had my breakfast.
Go down the road and then straight on. |
The contrast of too/enough | Talking about the extent of something | The student isn’t trying hard enough, he never does his homework.
The student is trying too hard, he will make himself ill. |
PREPOSITIONS |
Prepositions as used in some very common phrasal verbs* and prepositional phrases*. | | You must put on a hat if you go out in the sun.
I am very fond of my pets. |
|
INTENSIFIERS |
e.g. really, quite, so, very | Indicating degree | It is really hot today. |
SPOKEN DISCOURSE |
Markers e.g. right, well.
Use of substitution. | Structuring conversation.
Responding appropriately | «Right, has everyone got a book?»
I think so. I hope so. |
FORMAL IDENTIFICATION |
First name, surname, age, date of birth, address, postcode, country, nationality. | Coping in formal situations especially when filling in forms | Date of Birth: 30.10.78 |
