9 to 12 Year Old LISTENING

                                                                 How to Rate an ESL Student’s English Proficiency Level

With reference to work samples and observations, highlight language capabilities at or above known English Proficiency Level. Rate the student at the level which contains the most highlighting.

Name:                                                                        Date:                            New Level: ___

Beginner 1
Language Capabilities		 Beginner 2
Language
Capabilities		 Elementary 3 Language
Capabilities		 Elementary 4 Language Capabilities Intermediate 5
Language Capabilities		 Intermediate 6 Language Capabilities Advanced 7 Language Capabilities
· Watches and imitates,· Interprets non-verbals and
intonation patterns,· Joins in mainstream
activities but may not speak,· Comprehends through
non-verbal cues such as gestures and through intonation patterns,· Asks for translation or
clarification from other L1 speakers,· Uses L1 confidently with L1
speaking peers,in the registers
applicable to current phase of schooling		 · Listens, observes and
absorbs language and cultural knowledge,·
Comprehends and responds physically and/or verbally to,-high
frequency greetings,-courtesy
phrases,-simple
directions,-simple
instructions,· Responds (sometimes
in-appropriately) to familiar isolated words in connected speech		 · Picks out key points from
teacher talk in academic activities on familiar topics,· Comprehends and uses an
extended range of social and classroom language,· Comprehends and responds
(e.g. yes/no) to routine enquiries e.g. ‘Did you go swimming yesterday?’,· Follows a short sequence of
personalized instructions, e.g. ‘Bring your book to me and show me your work.’,· Seeks out L1
speaking peers to discuss and confirm meanings		 · Understands social English
in most familiar contexts with additional help,· Understands in many
mainstream academic learning activities,·,Follows simple classroom
task-related instructions,·Comprehends longer discourse
on familiar topics with intense concentration,· Gets the gist of TV shows
(e.g., narrative movies)		 ·Comprehends English in most
social situations,·,Understands logically
sequenced narrative style TV programs and gets gist of instructional programs,·Comprehends most extended
teacher and peer talk in academic learning activities on familiar topics,·Comprehends gist of new
topics,·,Follows short sequence of
classroom task-related instructions e.g., Science-put the flask on the bench,
fill it with water’,Language/SOSE-
‘write an argument about an environmental issue’		 · Comprehends social English
easily,·,Understands extended teacher
talk on familiar and new curriculum topics within the range of ability expected
at their phase of schooling,· Sustains understanding of
main ideas in group discussions involving an increasing number of interactions,· Understands main points and
most detail in instructional television for age level (e.g., ‘The Total News’
for Upper Primary),Understands
everyday idioms and colloquialisms e.g., ‘no worries’, phrasal verbs such as
‘go for…’, ‘cut down on…’		 Comprehends
all spoken discourse normally encountered at the learner’s age and phase of
schooling,· Comprehends instructional
television programs geared to age level,·Comprehends most
idiomatic expressions, slang, cultural nuances and verbal subtleties specific
to the Australian context

What now?

  • Use English Proficiency Levels which correspond to the student’s NEW level as a means of individualising your programme

  • Observe progress and re-level student in a few months time