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TEST OF

INTERACTIVE
ENGLISH
General
Handbook

2016
The Test of Interactive English (TIE) is recognised by ACELS, a
service of QQI - Quality and Qualifications Ireland a
statutory body of the Department of Education.

TIE Handbook

INTRODUCTION

JUNIOR TIE and TIE


TIE is currently available in two formats
Junior TIE and TIE.

This handbook aims to provide all


stakeholders educational institutions,
agents, teachers, and students with
some basic information about TIE.
More specific, detailed information can
be obtained from the TIE website and
through other TIE publications available
from TIE Examinations Limited.

Junior TIE is designed for secondary


school students. In all other respects the
preparation and conduct of the exam is
similar to TIE any procedural
differences are explained in the teachers
guidelines.
TIE has been designed for all students
over the age of 18 of all abilities and
motivations following either long or
short courses in language schools or
other educational institutions. TIE is a
learner-centred exam which is flexible,
i.e. designed to recognise and
accommodate the needs and interests of
each learner whatever their level of
English, age, cultural or educational
background. The test is task-based with
the content chosen by each individual
learner and can therefore be used to
assess learners with the following needs
and motivations:

WHAT IS TIE?
The Test of Interactive English (TIE) is
administered by IELT Ltd which is an
Approved TIE Provider. The Test of
Interactive English (TIE) is recognised
by ACELS, a service of Quality and
Qualifications Ireland - QQI. Please see
www.qqi.ie for further information on
this new government body which was
launched by the Minister for Education
on 6th November 2012.
The Test of Interactive English (TIE) is
designed specifically to meet the needs
of all students coming to Ireland to learn
and improve their English. It is intended
for learners on either long or short
courses, with the results issued within 15
working days of the test being taken.
The test is also available in Italy and
across Europe.

TIE is designed to assess learners


communicative and interactive skills in
both predictable and spontaneous
situations. It assesses the students level
of language ability in speaking and
writing, with the receptive skills (reading
and listening) being tested indirectly
through preparation for the test and
through the skills required to interact
effectively during the test.

IELT 2016

learners of English for general


purposes;
learners of English for business,
professional
or
academic
purposes;
learners of English as a second
language.

TIE Handbook

test. The logbook represents a record of


each candidates learning during the
process of preparation for the test.
Although the logbook is not awarded a
grade, the TIE certificate contains the
following statement: This award is
supported by a logbook produced by the
candidate in fulfilment of test
requirements.

TEST FORMAT
TIE is in two parts the Oral Test (30
minutes per 2 candidates) and the
Written Test (60 minutes). All the
elements of both parts are compulsory
and are designed to build upon learners
background knowledge, provide relevant
language development opportunities to
suit the needs of each student, and reflect
tasks with which they will be familiar
from the English language classroom
and their daily lives. Both parts of the
test must be taken on the same day.

Important: No student will be


accepted for TIE without having all
the necessary exam materials with
them on the day. Candidates not
having the requisite materials will
receive a DNF (Did Not Fulfil).
Students who have not completed the
necessary preparation for the exam,
will also receive a DNF.

PREPARING FOR THE TEST


In preparing for the test, the learners are
required to carry out three standard, prespecified tasks.
These form the
framework within which the learners
select their own topics and materials, and
decide how to develop each task. In
addition, there are two spontaneous tasks
in the test, which require the learners to
respond in speaking and writing to
unpredictable situations. Assessment is
made according to how well each
candidate performs in carrying these out.
TIE candidates are required to do the
following preparation for the test:
-

Details of the various components of the


test are contained in the Student
Guidelines and the Teachers Handbook.

the candidate needs to carry out


an investigation
the candidate needs to read a
book in English.
the candidate needs to follow a
news story

Each candidate is required to keep a


logbook which they must bring with
them to the test. This is a notebook in
which candidates record the information
about the three tasks (described above)
they are required to prepare. Candidates
are required to produce their logbook in
the oral test and may refer to their book
and newspaper article(s) in the written
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TIE Handbook

Common Framework Scale of Language


Proficiency. The TIE Scale is made up
of 6 basic levels and the addition of a +
at A1, A2, B1, B2, and C1:

BREAKDOWN OF SPEAKING AND


WRITING
SPEAKING (30 minutes)
The test takes the form of a face-to-face
interview between an examiner and two
candidates. Candidates are assessed on
their use of spoken English to answer
short questions and present the material
prepared for the exam. Each candidate
has a long turn to present their
investigation and either their book or
news story. Candidates are also assessed
on their ability to interact with their
partner and the examiner.

Proficient User:
Independent User:
Basic User:

In the case of JTIE the bands are:


Proficient User:
Independent User:
Basic User:

C1, C1+, C2
B1, B1+, B2, B2+
A1, A1+, A2, A2+

The back of the TIE certificate provides


the scale along with a description of
what each level means.

WRITING (60 minutes)


The first task requires candidates to
write approximately 150 words on a
familiar topic in the form of a narrative,
description, or simple argumentation.
The second task requires candidates to
write about their News Story or Book.
They will be expected to write about 150
words giving a personal response or
attitude to the story or book.

Copies of the scale in the main European


languages as well as Chinese, Russian
and Korean is available to candidates.

ASSESSMENT OF TIE
All TIE examiners are experienced and
well-qualified teachers of English who
receive training and ongoing support
through feedback, workshops, seminars
etc in examining for TIE.
The TIE oral assessment is carried out
by trained examiners. All interviews are
recorded for standardisation and quality
assurance purposes. A second examiner
is present at one in four interviews.
Writing papers are marked by two
trained examiners. Where two markers
cannot agree, the paper is referred to the
TIE Coordinator for assessment.
The TIE Scale of Assessment has been
drawn up using the Council of Europes
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C1, C1+, C2
B1, B1+, B2, B2+
A1, A1+, A2, A2+

TIE Handbook

CERTIFICATE
After taking TIE, each candidate is
awarded a certificate recording their 2
grades. Certificates are issued by QQI
and signed by the CEO of QQI - Quality
and Qualifications Ireland. This
certificate tells candidates their level for
each part of the test oral and written
and awards them a separate grade for
each section. Results are issued within
approximately 15 working days and
certificates sent within 4-6 weeks. All
results are sent to the schools or centres
entering the candidates and it is their
responsibility to ensure that candidates
receive their certificates. In the case of
individual adult candidates, certificates
can be sent directly to the candidates but
there will be a charge for postage. The
TIE certificate is suitable for inclusion in
a learners European language portfolio
or Europass language passport.
VALIDITY OF TEST SCORE
Test scores are normally considered
valid for a period of two years from the
date of the test. Older scores would need
to be supported by evidence that a
learner has actively maintained or tried
to improve his/her language ability in the
intervening period.
COMPLAINTS AND APPEALS
Appeals and Complaints procedures are
outlined in the TIE Code of Practice
available from the TIE Exam Centre.
REPLACEMENT OF CERTIFICATES*
Replacement copies of certificates can
be issued by QQI but there will be a
charge. Results are held on a secure
database for a period of two years after
which certificates cannot be reissued.
There may be a charge for this service.

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TIE Handbook

Description of the language user according to


the Council of Europe 6-level Scale
C2

C1

B2

B1

A2

A1

Can understand with ease virtually everything heard or read.


Can summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely,
differentiating finer shades of meaning even in more complex situations.
Can understand a wide range of demanding, longer texts, and recognise implicit
meaning.
Can express him/herself fluently and spontaneously without much obvious
searching for expressions.
Can use language flexibly and effectively for social, academic and professional
purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.
Can understand the main ideas of complex texts on both concrete and abstract
topics, including technical discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of various
options.
Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure etc. Can deal with most situations
likely to arise while travelling in an area where the language is spoken.
Can produce simple connected text on topics that are familiar or of personal
interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography and employment).
Can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
Can understand and use familiar everyday expressions and very basic phrases
aimed at the satisfaction of needs of a concrete type.
Can introduce him/herself to others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things
he/she has. Can interact in a simple way provided the other person talks slowly
and clearly and is prepared to help.

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TIE Handbook

TEST MODULES

Marking and Assessment


Detailed performance descriptors have
been developed based on the Council of
Europe scale. They describe spoken
performance at the six levels from A1 to
C2. All criteria carry equal weight.
Interaction refers to the candidates
ability to interact with his/her partner
and the examiner
Communicative Effectiveness refers to
the candidates ability to convey his/her
message.
Accuracy refers to the accurate and
appropriate use of the candidates
grammatical resources.
Range and Complexity refers to the
variety of language at the candidates
disposal and his/her ability to select
appropriately from it.
Phonological Control refers to the
candidates
ability
to
produce
comprehensible speech at word and
sentence level to fulfil the demands of
the test.

Each candidate takes two TIE test


modules, one in Speaking and one in
Writing. The receptive skills of Reading
and Listening are tested indirectly
through preparation for the test and
through the skills required to interact
effectively during the test.
SPEAKING
Duration and Format
The Speaking test takes 30/25 minutes.
There are five components.
The speaking test is done in pairs with
an examiner and is recorded. The exam
assesses the ability of both candidates to
interact with each other, as well as with
the interlocutor.
The format and timing of the speaking
test can be represented as follows:

Test Format
Component

Timing

Task

Introduction
(spontaneous)
Investigation
(prepared)
*The Book
(prepared)
*News Story
(prepared)
DecisionMaking Task
(spontaneous)

3 mins

Personal introductions
Exchange of personal information
Presentation and discussion of investigations
(both candidates)
Presentation and discussion of book
(one candidate)
Presentation and discussion of News Story
(one candidate)
Candidates discuss the task between each other and make a decision which they
present to the interlocutor. The (dis)advantages, reasons for the candidates,
choice are discussed and developed.

10 mins
5 mins
5 mins
5 mins

*The oral and written sections of the exam are organised so that the book and the news
story are referred to alternately in the oral test and the written test. For example, if a
candidate has been required to do a task on his book in the oral test, he will then be asked
to do a task on his news story in the written part, and vice versa. This means that
candidates are always expected to carry out one task referring to each of these prepared
tasks in either the oral or the written test. The candidates do not know beforehand which
one will come up in which part of the test.

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TIE Handbook

WRITING
Duration and Format
The Writing test takes 60 minutes. There
are two tasks. Each task requires
candidates to write approximately 150
words and an absolute minimum of 100.
Shorter answers will receive a DNF
(indicating that the candidate did not
fulfil the requirements of this part of the
test). Both tasks receive equal weighting
so equal time should be spent on each.
Candidates write their answers in the
space provided on the question paper.
All rough work must be handed in at the
end of the exam.
The candidates may bring their book,
their newspaper article(s) and a
monolingual or bilingual dictionary (no
digital, only paper versions) into the test
for reference. It is the responsibility of
each candidate to ensure they have a
dictionary for the test.

but candidates should be aware that


plagiarism or copying is penalised.
Marking and Assessment
Detailed performance descriptors have
been developed based on the Council of
Europe scale. They describe written
performance at the six levels from A1 to
C2. All criteria carry equal weight.
Production measures the candidates
ability to produce clear, structured text.
Task Achievement assesses how
appropriately, accurately and relevantly
the candidate responds to the tasks set.
Accuracy refers to the accurate and
appropriate use of the candidates
grammatical resources.
Range and Complexity refers to the
variety of language at the candidates
disposal and his/her ability to select
appropriately from it.
Orthographic Control assesses the
candidates control of the conventions of
layout, spelling and punctuation.

Task Types
Task One (spontaneous)
Candidates are asked to respond in
writing to an authentic task, e.g.
writing an article to give information, a
formal or informal letter, a report or a
review. All tasks are derived from
general personal experience. Candidates
select one of two options this is to
provide choice and each option is
considered equal to the other.
Task Two (prepared)
Candidates are asked to write an essay
about either their Book or News Story.
Each candidate is asked to write about
the task s/he didnt discuss in the Oral
test, i.e., s/he is asked to write about
his/her News Story, and vice versa.
Candidates can use their newspaper
articles or books to help them respond to
the essay title

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TIE Handbook

RECOGNITION
The Test of Interactive English (TIE) is recognised by ACELS, a service of Quality and
Qualifications Ireland QQI. Hague Convention reciprocal recognition is conferred by
European countries. In addition, separate recognition has been granted by the Italian
Ministry for Education for the purpose of credito formativo at secondary school level and
TIE is available in various centres in Italy. Again please contact the TIE office for details
of centres, dates etc. TIE is also recognized by the Greek Government.
APPLICATION PROCEDURES
TIE is available for candidates all year round. It is administered from the IELT
examination offices at 45 Lower Leeson Street. All exam sessions are carefully
coordinated and monitored by the TIE Coordinator in order to ensure that quality is
assured in all aspects of the test.
Applications for TIE are normally made through the candidates language school or
college. All arrangements are made by the school or college on behalf of their
candidates. Application forms are available on the website.
Applications should be received a minimum of 10 working days before the test date to
enable arrangements to be made.
Please note that appeals and complaints procedures are outlined in the TIE Code of
Practice available from the TIE Exam Centre.
If you would like to find out more about the Test of Interactive English, please contact
Grainne Barton at:
IELT Limited
45 Leeson Street Lower,
Dublin 2, Ireland
Tel.: (+353) 1 662 5991
e-mail: info@ielt.ie
website: www.ielt.ie
TIE PUBLICATIONS
Other TIE publications available include:
The TIE Teachers Handbook contains a comprehensive overview of the test and its
components. It also provides useful guidance to teachers preparing candidates for the
exam and ideas to help integrate JTIE or TIE preparation into a course of language study.
Student Guidelines for TIE is a leaflet designed to give potential students an overview of
the examination and is suitable for inclusion in a welcome pack.

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TIE Handbook

Appendix 1
THIS IS A DESCRIPTION OF THE LANGUAGE USER ACCORDING TO THE
COUNCIL OF EUROPE 6-LEVEL SCALE
C2

Can understand with ease virtually everything heard or read.


Can summarise information from different spoken and written sources,
reconstructing arguments and accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating
finer shades of meaning even in more complex situations.

C1

Can understand a wide range of demanding, longer texts, and recognise implicit
meaning.
Can express him/herself fluently and spontaneously without much obvious searching
for expressions.
Can use language flexibly and effectively for social, academic and professional
purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing
controlled use of organisational patterns, connectors and cohesive devices.

B2

Can understand the main ideas of complex texts on both concrete and abstract
topics, including technical discussions in his/her field of specialisation.
Can interact with a degree of fluency and spontaneity that makes regular interaction
with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint
on a topical issue giving the advantages and disadvantages of various options.

B1

Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to arise
while travelling in an area where the language is spoken.
Can produce simple connected text on topics that are familiar or of personal interest.
Can describe experiences and events, dreams, hopes and ambitions and briefly give
reasons and explanations for opinions and plans.

A2

Can understand sentences and frequently used expressions related to areas of most
immediate relevance (e.g. very basic personal and family information, shopping, local
geography and employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange
of information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment
and matters in areas of immediate need.

A1

Can understand and use familiar everyday expressions and very basic phrases aimed
at the satisfaction of needs of a concrete type.
Can introduce him/her self and others and can ask and answer questions about
personal details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and clearly
and is prepared to help.

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TIE Handbook

Appendix 2
DESCRIPCIN DEL USUARIO DEL LENGUAJE DE ACUERDO AL NIVEL 6 DE LA
ESCALA DEL CONSEJO DE EUROPA
C2

Entiende con facilidad prcticamente todo lo que oye y lee.


Puede resumir informacin procedente de diferentes recursos orales y escritos,
reconstruir los argumentos y descripciones y exponerlos con coherencia.
Se expresa con espontaneidad, mucha fluidez y una precisin que le permiten
diferenciar ligeros matices de significado, incluso en las situaciones de mayor
dificultad.

C1

Comprende textos de una gran diversidad de registros, densos y que requieren


concentracin, y capta el significado implcito.
Se expresa con fluidez y espontaneidad sin necesidad de buscar las expresiones
adecuadas de forma evidente.
Su nivel de lenguaje es flexible y se ajusta debidamente a los diferentes mbitos
social, acadmico y profesional.
Presenta temas complejos con claridad, rigor y buena estructura, mostrando el uso
controlado de estructuras gramaticales organizadas, conectores y recursos cohesivos.

B2

Entiende las ideas principales de textos complejos sobre temas tanto concretos
como abstractos, incluidos los argumentos tcnicos de su campo de especialidad.
Interacta con un nivel de fluidez y espontaneidad lo suficientemente bueno para
relacionarse con hablantes nativos sin necesidad de esfuerzo de ninguna de las partes.
Puede expresarse con un lenguaje claro y minucioso en multitud de materias y
exponer un tema desde un punto de vista especfico, argumentando las ventajas e
inconvenientes de sus posibles enfoques.

B1

Entiende el vocabulario principal de temas coloquiales frecuentes en ambientes de


trabajo, colegio, ocio, etc. Cuando viaja, se desenvuelve en la mayora de las
situaciones, cualquiera que sea el rea del lenguaje.
Enlaza bien las ideas cuando trata temas que le son familiares y de inters personal.
Puede describir experiencias, actos, sueos, esperanzas y ambiciones, as como
exponer brevemente sus razonamientos acerca de opiniones y planes.

A2

Entiende frases y expresiones usuales relacionadas con reas de relevancia


inmediata (ej.: informacin personal y familiar bsica, conocimientos elementales de
compras, geografa local y empleo).
Puede comunicarse en tareas sencillas y rutinarias que requieren un intercambio de
informacin claro y directo sobre temas coloquiales.
Describe en trminos simples aspectos sobre su pasado, su ambiente y temas
directamente relacionados con l/ella en reas de necesidad inmediata.

A1

Entiende y utiliza expresiones coloquiales y frases bsicas con el fin de satisfacer


unas necesidades especficas.
Puede presentarse y presentar a otras personas en pblico, as como preguntar y
responder a preguntas personales tales como dnde vive, a quin conoce o qu posee.
Es capaz de comunicarse de forma simple, siempre y cuando el receptor hable
despacio, claro y est dispuesto a facilitarle la comprensin.

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TIE Handbook

Appendix 3
DESCRIZIONE DEL LIVELLO DI CONOSCENZA LINGUISTICA
SECONDO LA SCALA DEI SEI LIVELLI DEL CONSIGLIO DEUROPA
C2

In grado di capire, senza difficolt, potenzialmente qualunque cosa in forma scritta o orale.
In grado di riassumere informazioni provenienti da diverse fonti in forma scritta e orale,
ricostruendo discorsi e racconti e presentandoli in modo coerente.
In grado di esprimersi in maniera spontanea, molto scorrevole e precisa, distinguendo le pi
sottili sfumature di significato anche nelle situazioni pi complicate.

C1

In grado di capire unampia variet di testi lunghi e impegnativi e riconoscere significati


impliciti.
In grado di esprimersi in maniera scorrevole e spontanea senza una ricerca troppo ovvia di
espressioni.
In grado di usare la lingua in maniera flessibile e valida per scopi sociali, accademici e
professionali.
In grado di produrre un testo chiaro, ben strutturato e dettagliato su argomenti complessi,
dimostrando padronanza nellorganizzazione di strutture, collegamenti ed espedienti di
coesione.

B2

In grado di capire le nozioni principali di testi complessi sia su temi concreti che astratti,
compresi discorsi tecnici del proprio campo di specializzazione.
In grado di interagire con una scorrevolezza e spontaneit tale che linterazione con le
persone di madre lingua avvenga senza eccessivo sforzo da entrambe le parti.
In grado di produrre un testo chiaro e dettagliato su una grande variet di argomenti e
spiegare il proprio punto di vista su problemi attuali presentando i vantaggi e gli svantaggi
delle varie alternative.

B1

In grado di capire i punti principali di chiare informazioni standard su temi familiari


abitualmente affrontati al lavoro, a scuola, nel tempo libero, ecc. In grado di affrontare quasi
tutte quelle situazioni che si possono normalmente presentare quando ci si trova nel Paese di
lingua straniera.
In grado di produrre testo di struttura semplice su argomenti familiari o di interesse
personale.
In grado di esprimere fatti e avvenimenti, sogni, speranze e ambizioni e brevemente fornire
ragioni e spiegazioni su opinioni e progetti.

A2

In grado di capire frasi ed espressioni di uso frequente su temi di pi immediata attinenza


(p.e. Informazioni basilari personali e sulla famiglia, shopping, geografia locale e
occupazione).
In grado di comunicare in incarichi semplici e abituali che richiedono uno scambio semplice
e diretto di informazioni su questioni familiari e consuete.
In grado di descrivere in parole semplici aspetti del proprio bagaglio culturale, lambiente
attuale e situazioni che riguardano prime necessit.

A1

In grado di capire e utilizzare espressioni quotidiane familiari e frasi molto semplici che
permettono di soddisfare necessit di tipo concreto.
In grado di presentarsi agli altri e di chiedere e fornire informazioni personali quali dove si
abita, persone di propria conoscenza e cose che si hanno.
In grado di interagire in maniera semplice a condizione che laltra persona parli lentamente e
in maniera chiara ed disposta ad aiutare.

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Appendix 4
DESCRIPTION DE L'UTILISATEUR DE LANGUES SELON L'CHELLE
SIX NIVEAUX DU CONSEIL DE L'EUROPE
C2

Peut comprendre sans effort pratiquement tout ce qu'il/elle lit ou entend.


Peut restituer faits et arguments de diverses sources crites et orales en les rsumant de
faon cohrente.
Peut s'exprimer spontanment, trs couramment et de faon prcise et peut rendre distinctes
de fines nuances de sens en rapport avec des sujets complexes.

C1

Peut comprendre une grande gamme de textes longs et exigeants, ainsi que saisir des
significations implicites.
Peut s'exprimer spontanment et couramment sans trop apparemment devoir chercher ses
mots.
Peut utiliser la langue de faon efficace et souple dans la vie sociale, professionnelle ou
acadmique.
Peut s'exprimer par crit sur des sujets complexes de faon claire et bien structure et
manifester son contrle des outils d'organisation, d'articulation et de cohsion du discours.

B2

Peut comprendre le contenu essentiel de sujets concrets ou abstraits dans un texte complexe
y compris la discussion technique dans sa spcialit.
Peut communiquer avec un degr de spontanit et d'aisance tel qu'une conversation avec un
locuteur natif ne comportant de tension ni pour l'un ni pour l'autre.
Peut s'exprimer par crit de faon claire et dtaille sur une grande gamme de sujets, mettre
un avis sur un sujet d'actualit et exposer les avantages et les inconvnients de diffrentes
possibilits.

B1

Peut comprendre les points essentiels quand un langage clair et standard est utilis et s'il
s'agit de choses familires dans le travail, l'cole, dans les loisirs, etc. Peut se dbrouiller
dans la plupart des situations rencontres en voyage dans une rgion o la langue cible est
parle.
Peut produire un discours crit simple et cohrent sur des sujets familiers et dans ses
domaines d'intrt.
Peut raconter un vnement, une exprience ou un rve, dcrire un espoir ou un but et
exposer brivement des raisons ou explications pour un projet ou une ide.

A2

Peut comprendre des phrases isoles et des expressions frquemment utilises en relation
avec des domaines immdiats de priorit (par exemple informations personnelles et familiales
simples, achats, environnement proche, travail).
Peut communiquer lors de tches simples et habituelles ne demandant qu'un change
d'informations simple et direct sur des sujets familiers et habituels.
Peut dcrire avec des moyens simples sa formation, son environnement immdiat et voquer
des sujets qui correspondent des besoins immdiats.

A1

Peut comprendre et utiliser des expressions familires et quotidiennes ainsi que des noncs
trs simples qui visent satisfaire des besoins concrets.
Peut se prsenter ou prsenter quelqu'un et poser une personne des questions la concernant
par exemple sur son lieu d'habitation, ses relations, ce qui lui appartient, etc.- et peut
rpondre au mme type de questions.
Peut communiquer de faon simple si l'interlocuteur parle lentement et distinctement et se
montre coopratif.

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TIE Handbook

Appendix 5
COMPLAINTS AND APPEALS FORM
Complaints must be made in writing within three months of the test. You must make your
complaint through the school which registered you for the test. If you wish to make a
complaint or appeal a result please fill in the form below:
Name of Candidate: ..
Date of Birth:
Date of exam:
Name of School: .
Address of Centre where exam took place:

Nature of Complaint :

Name of school representative making complaint or appeal:


...
Title:
Signature of school representative:
Date: ..
Signature of candidate: ..
Date: ..
Name of TIE Co-ordinator in school (if applicable):

Any complaints or appeals will be carefully considered and replied to within ten days.

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TIE Handbook

Appendix 6

Candidate Application
Form for TIE

USE ONLY BLOCK CAPITALS - Example: MARIA DE LA MATA

Name: (as on certificate)


Date of Birth:

Nationality:

Mother tongue:

Level of English:

Address:(in English script):

Email address:
Occupation (student, doctor, teacher):
Are you studying English in Ireland:

Yes

No

If yes what school are you in?


Dates of Stay in Ireland:

From:

To:

Pre-exam phone number:


If you have taken TIE before, please write the year:
If you have any disability or need special arrangements when taking TIE,
please give details:
Title of Investigation:
Title of Book:
News Story:
Signature:

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