Elementary
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 | Talking about future plans. | What will you do when you are older? |
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. |
Used to | Talking about long past habits and states. | My father used to work in an office. |
Modals -should, must | Expressing obligation and advice. | You must study hard if you want to go to university. |
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? |
RELATIVE PRONOUNS | ||
Which, who, that | Identifying people and objects | This is the best cake that I have ever eaten. |
REFLEXIVE PRONOUNS | ||
Myself, himself, herself, etc. | Identify people and objects | He hurt himself. |
ADVERBS | ||
Adverbs of frequency, e.g. | Describing how often, how, when and to what extent people do something. | I have never flown in a plane. |
The contrast of too/enough | Talking about the extent of something | The student isn’t trying hard enough, he never does his homework. |
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. |
|
INTENSIFIERS | ||
e.g. really, quite, so, very | Indicating degree | It is really hot today. |
SPOKEN DISCOURSE | ||
Markers e.g. right, well. | Structuring conversation. | «Right, has everyone got a book?» |
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 |