Advanced stage

Advanced stage
Grades 10–12 (CEFR level C1.1–C2)

Introduction to the Advanced stage

Candidate profile

By the end of the Advanced stage, the candidate can:

◗ understand arguments, inferences, changes in register and emphasis in extended, complex and
sometimes unstructured speech, even when delivered at fast native speed
◗ express themselves spontaneously, very fluently and precisely, differentiating finer shades
of meaning
◗ control the direction of a spoken interaction and maintain its flow with ease, relating skilfully
to the contributions of the listener
◗ exploit a comprehensive and reliable mastery of a very wide range of complex language
structures, vocabulary and language functions
◗ produce speech at word, sentence and discourse level which rarely deviates from an internationally
intelligible model.

This profile is based on the level Proficient User, C2, in the Common European Framework of Reference.

Exam format
The exam at each grade consists of the following:
◗ greetings and setting at ease
◗ formal presentation of a topic prepared by the candidate
◗ discussion of the topic presentation with the examiner
◗ interactive task
◗ listening task
◗ conversation on two subject areas selected by the examiner
◗ end of conversation and leave-taking.

Exam procedure
◗ The examiner begins by greeting the candidate, trying to set him or her at ease and asking to see
the candidate’s identification.
◗ The examiner invites the candidate to deliver his or her formal topic presentation. The candidate
provides the examiner with a brief outline of the topic in note form.
◗ The candidate then gives a formal oral presentation of the prepared topic. This is in the form of a
well-structured presentation with an effective logical structure which helps the examiner to notice
and remember significant points. The examiner makes notes during the presentation to facilitate the
following discussion. The examiner does not interact with the candidate in this phase of the exam.
This phase lasts up to five minutes.
◗ The candidate brings the formal topic presentation to a logical conclusion and initiates the
discussion of the topic presentation by inviting questions and comments from the examiner.
During this phase, the candidate and examiner participate in an authentic discussion of the ideas
and opinions raised in the presentation. This phase lasts up to five minutes.
◗ The Interactive phase is then introduced by the examiner who informs the candidate of what he or
she is required to do. The examiner provides an oral prompt to which the candidate has to respond
by questioning the examiner in order to find out more information and by making comments. Once
the examiner has set up the situation, the candidate takes full responsibility for maintaining the
interaction. This phase lasts up to five minutes. If the candidate fails to initiate or to maintain the
interaction, the phase will not extend to the full five minutes and the candidate’s performance will
not be rated highly.

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 Advanced stage

◗ The examiner then introduces the Listening phase and informs the candidate of the requirements
for the two different task types. The examiner orally presents three short pieces of discourse. The
candidate is required to suggest possible endings for the first two texts, and to identify participants,
contexts or settings related to the third text. Only short verbal responses from the candidate are
required. This phase lasts up to three minutes.
◗ The examiner then initiates a conversation on two of the subject areas selected from one of the lists
provided. At Grade 12, there are no specific subject areas and the examiner selects any two subjects
for discussion that are appropriate for the individual candidate. This phase lasts up to six minutes.
◗ The examiner indicates the end of the conversation and exam.

Videos of sample exams at the Advanced stage can be found on the Trinity website.

Guidance
Exams at this stage demand a high level of language proficiency and conversational ability. Candidates
will be well motivated and have particular reasons for wanting to be fluent in English. Normally,
candidates will be mature and experienced enough to handle abstract concepts and to contribute to
discussions on matters of major importance in today’s world. Please note that at the Advanced stage the
examiner will make challenging statements in order to elicit the language of the grade.

Formal topic presentation

The purpose of this phase is to give candidates the opportunity to display their command of the
language of the grade while delivering a formal oral presentation on a self-selected and personally
relevant topic.
◗ At the Advanced stage, candidates are required to deliver a five-minute formal presentation on a topic
of their own choice. Candidates are advised to select their topic carefully. The topic should be discursive
in nature and allow the candidate to demonstrate the communicative skills, language functions and
language items of the grade. Actual knowledge is not assessed in this phase of the exam.
◗ Please note that the topic should not be chosen directly from the lists of subject areas for the
Conversation phase for the particular grade. Instead, candidates should prepare a personalised
topic. This is to enable candidates to show a wide range of language throughout the exam.
◗ As this is a formal presentation, it should have an effective and identifiable structure which engages
and maintains the examiner’s interest. Therefore, candidates are required to introduce the topic,
highlight and develop particular points and bring the presentation to an appropriate conclusion.
◗ Adherence to the timing of this phase is very important. Candidates are strongly advised to ensure the
presentation lasts up to but no longer than five minutes. Candidates are responsible for concluding
the presentation within the stated timing. Presentations which extend beyond the time allocated will
be stopped and the candidate’s performance will not be rated highly.
◗ Candidates are required to produce brief notes in the form of a handout for the examiner to facilitate
the presentation. These should be given to the examiner before the start of the presentation. These
notes will not be taken into account in the assessment. Candidates will have produced their own brief
notes for personal use and these do not have to be shown to the examiner. As the presentation is oral,
the use of complete written scripts in the presentation is not allowed. Recitation of a memorised script
will have a negative effect on the assessment of this phase. Please note that no phones, tablets or
laptops are permitted in the exam room.
◗ During the presentation, the examiner will make notes for the following discussion on points which
he or she wishes to raise in order to gain clarification or further information about the views
and ideas expressed. Please note that the examiner is not collecting examples of the candidate’s
language for assessment purposes.
◗ At the end of the formal topic presentation, candidates are required to initiate the Topic discussion
phase by asking if the examiner has any questions and inviting comment.

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Advanced stage

Discussion of topic presentation

The purpose of the Topic discussion phase is for the candidate and examiner to have an authentic
discussion on the ideas and opinions given in the formal topic presentation.
◗ When preparing for the topic discussion, candidates should try to anticipate the contributions of
the examiner and think of ways of expanding and developing the topic beyond the limitations
of the formal presentation.
◗ The topic discussion is intended to be a genuine discussion. There should be a real exchange of
ideas and opinions, with the candidate being able to challenge the examiner and respond to his or
her contributions. Candidates must also be ready to justify, exemplify and elaborate on the ideas
and opinions given in the presentation.
◗ The topic discussion is intended to be about the actual presentation rather than on the general
theme of the topic.
◗ The candidate is expected to be proactive in the discussion and not simply respond to the
contributions of the examiner. Therefore, candidates are required to invite questions and
comments from the examiner at the end of the formal topic presentation and throughout
the Topic discussion phase.
◗ A candidate who fails to prepare a formal topic presentation cannot be assessed for this phase or
for the Topic discussion phase. These two phases will be voided and this will result in a fail being
awarded for the exam as a whole.

The Interactive phase

The purpose of the Interactive phase is for candidates to demonstrate their ability to take control
of and maintain the interaction while demonstrating their ability to use the language functions and
grammatical items of the grade.
◗ The guidance for this phase is the same as that given for the Intermediate stage on pages 31 and 32.
◗ At the Advanced stage, in addition to expressing the language functions of the grade, candidates
are also required to demonstrate their control of the grammatical items listed for the grade and the
previous grades.

Sample interactive prompts for the Advanced stage can be found on the Trinity website.

The Listening phase

The purpose of the Listening phase is for candidates to demonstrate high level listening skills such
as prediction, deduction and inference. The candidate needs to show recognition of the context,
participants and register.

There are two types of listening tasks which require different responses from the candidate:
◗ type 1 — require the candidate to provide a suitable ending
◗ type 2 — require the candidate to identify participants, contexts or settings.

◗ Candidates are presented with three listening tasks — two of type 1 and one of type 2.
◗ Candidates are expected to respond with very short, precise responses and should not give
lengthy replies.
◗ The listening tasks are not related to any of the given subject areas for the Conversation phase.
This is to provide an unknown element which candidates at this stage are expected to be able
to handle.

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 Advanced stage

◗ Candidates are not required to read or write anything in this phase, and the taking of notes is
unnecessary given the nature of the task.
◗ Please note that the listening texts will not be repeated by the examiner even if they are
requested to do so.

Sample listening tasks for the Advanced stage can be found on the Trinity website.

The Conversation phase

The purpose of the Conversation phase is to give candidates the opportunity to participate in a genuine
exchange of information, ideas and opinions, while demonstrating their ability to use the language of
the grade.

◗ The Conversation phase involves a detailed discussion of two subject areas as selected by the
examiner for the relevant grade.
◗ Although the majority of Advanced stage candidates are adults, Trinity appreciates that some
school age learners may be ready in linguistic terms to take an Advanced grade exam. Therefore,
at Grade 10 and Grade 11 the subject areas are provided in two different lists which are designed
to take account of different levels of maturity. Centres should decide which list is most appropriate
for their candidates and provide practice in discussing the subject areas EITHER from list A (for
teenagers/less mature candidates) OR from list B (for adults/more mature candidates). The centre
should inform the examiner prior to the start of the exam session which list has been prepared. If the
centre does not do this, the examiner will use his or her discretion.
◗ At Grade 12, there are no specific subject areas and candidates should be prepared to discuss any
two subjects that the examiner deems appropriate. Therefore, candidates should be able to make
use of a wide range of vocabulary relating to all other previous subject areas as well as other
subjects of general or topical interest.

At the Advanced stage, candidates will be expected to:

◗ engage the examiner in a meaningful discussion on complex and abstract topics
◗ influence the direction of the exchange
◗ maintain the flow of the exchange
◗ demonstrate their ability to use a range of complex language flexibly and effectively.

Assessment
At the Advanced stage, the examiner assesses the candidate’s performance by awarding a letter grade
A, B, C or D for task fulfilment for the Formal topic presentation, Topic discussion, Interactive, Listening
and Conversation phases. In simple terms, these levels can be classified as follows:

◗ A — Distinction (reflects an excellent performance)

◗ B — Merit (reflects a good performance)
◗ C — Pass (reflects a satisfactory performance)
◗ D — Fail (reflects an unsatisfactory performance).

The combination of the five letter grades, ie the one awarded for the Formal topic presentation, the
Topic discussion, the Interactive task, the Listening task and the Conversation provides the overall
level of achievement. Please note that candidates who fail to prepare a formal topic presentation or who
achieve three D band awards will not pass the exam overall irrespective of the other bands awarded.

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Advanced stage

The examiner completes an individual exam report form immediately after the exam. The exam report
form provides an indication of the result of the exam and identifies key areas for improvement.
The final result is confirmed by the issue of a certificate (or otherwise). For further information about
the certificates and the assessment of the Graded Examinations in Spoken English please see pages 8
and 9.

44
Grade 10

Grade 10
CEFR level C1.1

Exam format
Total exam time: 25 minutes

The exam consists of five assessed phases:

◗ Formal presentation of a topic prepared by the candidate (up to 5 minutes)
◗ A candidate-led discussion of the topic presentation with the examiner (up to 5 minutes)
◗ Interactive phase (up to 5 minutes)
◗ Listening phase (up to 3 minutes)
◗ Conversation on two subject areas selected by the examiner (up to 6 minutes).

Candidate performance
In addition to the items listed for the previous grades, the candidate is expected to demonstrate the
following communicative skills and meet the language requirements listed below during the exam.

Communicative skills
In the Formal topic presentation phase
◗ Give a formal presentation, discursive in nature, on a chosen subject, with an identifiable
structure and sequence, using discourse connectors and cohesive devices
◗ Introduce the presentation, develop particular points, give supporting reasons and examples
◗ Conclude the presentation by inviting questions and comments from the examiner

In the Topic discussion phase

◗ Initiate and engage the examiner in a discussion of some of the points made
◗ Share the responsibility with the examiner for the maintenance of the discussion
◗ Respond to the examiner’s requests for clarification or elaboration
◗ Be prepared to defend a point of view and develop an argument further

In the Interactive phase

◗ Take responsibility for the direction and maintenance of the interaction
◗ Utilise turn-taking conventions to ensure that the interaction flows and develops naturally
◗ Relate his or her own contributions closely to those of the examiner

In the Listening phase

◗ Understand a range of spoken texts and recognise implicit meaning
◗ Use contextual, grammatical and lexical cues to identify attitude, mood and intentions and
anticipate what follows
◗ Use knowledge of grammar, lexis and register to identify context and participants from a piece
of discourse

In the Conversation phase

◗ Share the responsibility with the examiner for the maintenance of the conversation
◗ Offer new contributions to influence the direction of the conversation
◗ Participate without much obvious searching for expressions

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 Grade 10

Language requirements
Language functions
◗ Developing an argument
◗ Defending a point of view
◗ Expressing beliefs
◗ Expressing opinions tentatively
◗ Summarising information, ideas and arguments
◗ Deducing

Grammar
◗ A broad range of complex structures to express thoughts clearly
◗ A high degree of grammatical accuracy, although minor errors may occur when attempting to
use a combination of structures across sentence boundaries

Lexis
◗ Vocabulary specific to the topic and subject areas
◗ A range of idiomatic expressions and colloquialisms
◗ Modifying words, eg basically, quite, certainly
◗ Intensifiers, eg absolutely, completely, totally
◗ Tentative expressions, eg I may be wrong but..., Don’t you think it might be...
◗ Signposting words, eg firstly, finally
◗ Phrases and expressions relating to the language functions listed above

Phonology
◗ The correct pronunciation of topic and subject-area specific vocabulary
◗ Sounds with minimal interference from the first language
◗ A range of stress and intonation patterns, pitch and volume to:
– engage and maintain the examiner’s interest
– signal the provision of new information
– indicate discourse structure

Subject areas for the Conversation phase

Two subject areas will be selected by the examiner from the appropriate list below. The centre
should inform the examiner which list has been prepared by the candidate (see page 43).

LIST A OR LIST B
◗ Roles in the family ◗ International events
◗ Communication ◗ Equal opportunities
◗ The school curriculum ◗ Social issues
◗ Youth behaviour ◗ The future of the planet
◗ Use of the internet ◗ Scientific developments
◗ Designer goods ◗ Stress management
Please note, Grade 10 candidates should not select their topic from the lists of subject areas above
(see guidance notes on page 41).

Grade 10 communicative skills and language requirements have been mapped to CEFR level C1.1.

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 Appendix 6

Summary of language requirements for each grade

Below is a summary of the language requirements for each grade. For Grades 4 to 11, the subject areas
for the Conversation phase are also given. For full details of the requirements of each grade, including
the communicative skills, please refer to the individual grade pages.

Grade Language functions Grammar Lexis Phonology

◗ Exchanging greetings Understand ◗ Personal information ◗ The correct
◗ Giving personal ◗ Imperatives for common ◗ Immediate pronunciation of
information, actions, eg go, come, show, surroundings including common words
eg name, age point, give, touch, stand up classroom objects relevant to the
◗ Identifying and naming ◗ Question words what? how ◗ Basic parts of the face lexical areas listed
items given in the many? how old? and body
lexical list ◗ Demonstratives this, that, ◗ Common animals
◗ Leave-taking these, those (domestic, farm
Understand and use and wild)
◗ The present simple tense ◗ Cardinal numbers up

1 of the verb to be
◗ Common nouns in singular
to 20
◗ Colours
and plural (regular and ◗ Everyday items of
irregular), eg shoe/shoes, clothing
foot/feet ◗ Words relating to the
◗ Simple adjectives, eg small, list of language
tall, green functions
◗ Determiners a, the, my, your,
his, her
◗ Pronouns I, you, he, she,
it, they

◗ Indicating the position Understand ◗ Rooms in the home ◗ The correct

of people and objects ◗ Present simple tense ◗ Household objects pronunciation of
◗ Describing people, questions ◗ Family and friends words relevant to the
animals, objects and ◗ Question words who? when? lexical areas listed
◗ Pets
places very simply ◗ Present continuous tense ◗ Basic intonation
◗ Possessions
◗ Stating simple facts questions patterns for simple
◗ Days of the week and questions
◗ Informing about ◗ Determiners some, any months of the year
possessions ◗ Contractions, eg I’ve,
Understand and use ◗ Cardinal numbers up I’m, he’s
◗ Asking very simple to 50
◗ Present simple tense
questions about
2 ◗ There is/are and has/have ◗ Words and phrases
personal details
got/have you got? Do you relating to the list of
have? language functions
◗ Question words where? how?
◗ Prepositions of place in, on,
under, between, next to
◗ Determiners their, its
◗ Possessive pronouns mine,
yours, his, hers
◗ Yes/no answers to present
continuous tense questions

◗ Describing daily ◗ Present continuous tense ◗ Jobs ◗ The correct

routines and times ◗ Can and can’t ◗ Places in the local area pronunciation of
◗ Giving dates ◗ Prepositions of movement ◗ Place of study words relevant to the
◗ Expressing ability from, to, up, down, along, lexical areas listed
◗ Home life
and inability across ◗ Weather ◗ The use of contractions
◗ Giving very simple ◗ Prepositions of time on, where appropriate
◗ Free time
directions and locations in, at ◗ Basic stress and
◗ Times and dates
◗ Describing current ◗ Prepositions of place near, intonation patterns
3
◗ Ordinal numbers up to
activities of real in front of, behind, opposite for words, short
31st for dates
people or those in ◗ Past tense of the verb to be sentences and simple
pictures ◗ Words and phrases questions
◗ Link words and, and then relating to the list of
◗ Describing states in
language functions
the past
◗ Asking simple
questions about
everyday life

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Appendix 6

Language Subject areas for the

Grade Grammar Lexis Phonology
functions Conversation phase
◗ Talking about past ◗ Past simple tense of ◗ Vocabulary specific ◗ The correct ◗ Holidays
events regular and common to the topic area pronunciation of ◗ Shopping
◗ Talking about future irregular verbs ◗ Vocabulary specific vocabulary specific ◗ School and work
plans and intentions ◗ Going to future to the subject areas to the topic and
◗ Hobbies and sports
◗ Expressing simple ◗ Like + gerund/ ◗ Adverbs of frequency, subject areas
◗ Food
comparisons infinitive, eg I like eg sometimes, often, ◗ Appropriate weak
forms and intonation ◗ Weekend and
◗ Expressing likes and shopping, I like to never
in connected speech seasonal activities
dislikes read books ◗ Adverbial phrases
◗ Describing manner ◗ Adverbs of manner of frequency, ◗ Three different ways
4 and frequency and frequency
◗ Comparatives and
eg every day,
once a week
of pronouncing ‘ed’
past tense endings,
superlatives of ◗ Expressions of past eg played, walked,
adjectives time, eg yesterday, wanted
◗ Link word but last night ◗ Avoidance of speech
◗ Phrases and patterns of recitation
expressions relating
to the list of
language functions

◗ Talking about the ◗ Present perfect tense ◗ Vocabulary specific ◗ The correct ◗ Festivals
future — informing including use with for, to the topic area pronunciation of ◗ Means of transport
and predicting since, ever, never, just ◗ Vocabulary specific vocabulary specific ◗ Special occasions,
◗ Expressing ◗ Connecting clauses to the subject areas to the topic and eg birthday
preferences using because ◗ Expressions relating subject areas celebrations
◗ Talking about events ◗ Will referring to the to past and future ◗ The combination of ◗ Entertainment,
in the indefinite and future for informing time, eg two days weak forms and eg cinema,
recent past and predicting ago, in the future contractions, television, clubs
5 ◗ Giving reasons
◗ Stating the duration
◗ Adjectives and
adverbials of quantity,
◗ Phrases and
expressions relating
eg I’ve been to…
◗ Avoidance of
◗ Music
◗ Recent personal
of events eg a lot (of), not very to the list of language speech patterns experiences
◗ Quantifying much, many functions of recitation
◗ Expressions of
preference, eg
I prefer, I’d rather

◗ Expressing and ◗ Zero and first ◗ Vocabulary specific ◗ The correct ◗ Travel
requesting opinions conditionals, using to the topic area pronunciation of ◗ Money
and impressions if and when ◗ Vocabulary specific vocabulary specific ◗ Fashion
◗ Expressing intention ◗ Present continuous to the subject areas to the topic and
◗ Rules and regulations
and purpose tense for future use ◗ Further expressions subject areas
◗ Health and fitness
◗ Expressing obligation ◗ Past continuous relating to future ◗ Sentence stress
to clarify meaning ◗ Learning a foreign
and necessity tense time, eg the day
language
◗ Expressing certainty ◗ Modals connected to after tomorrow, in ◗ Basic intonation
and uncertainty the functions listed, a year’s time, in and features of
◗ Describing past eg must, need to, … years’ time connected speech
at sentence level
6 actions over a might, don’t have to ◗ Common phrasal
period of time ◗ Infinitive of purpose verbs ◗ Intonation patterns
◗ Phrases and of more complex
expressions relating question forms
to the list of language ◗ Avoidance of
functions speech patterns
of recitation

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 Appendix 6

Language Subject areas for the

Grade Grammar Lexis Phonology
functions Conversation phase
◗ Giving advice and ◗ Second conditional ◗ Vocabulary specific ◗ The correct ◗ Education
highlighting ◗ Simple passive to the topic area pronunciation of ◗ National customs
advantages and ◗ Used to ◗ Vocabulary specific vocabulary specific ◗ Village and city life
disadvantages to the subject areas to the topic and
◗ Relative clauses ◗ National and local
◗ Making suggestions ◗ Appropriate words subject areas
◗ Modals and phrases produce and products
◗ Describing past habits and expressions to ◗ Rising intonation
used to give advice ◗ Early memories
◗ Expressing possibility indicate interest to indicate interest
and make suggestions, ◗ Pollution and recycling
and uncertainty and show awareness and surprise as
eg should/ought to,
of the speaker, eg appropriate
◗ Eliciting further could, you’d better
7 information and
expansion of ideas
◗ Modals and phrases
used to express
Really? Oh dear!
Did you?
◗ Falling intonation to
indicate the end of
and opinions ◗ Simple fillers to a turn
possibility and
◗ Expressing agreement uncertainty, eg may, give time for thought, ◗ Intonation and
and disagreement might, I’m not sure eg well…, um... features of
◗ Phrases and connected speech
◗ Discourse connectors
expressions relating beyond sentence
eg because of,
to the list of language level
due to
functions

◗ Expressing feelings ◗ Third conditional ◗ Vocabulary specific ◗ The correct ◗ Society and living
and emotions ◗ Present perfect to the topic area pronunciation of standards
◗ Expressing continuous tense ◗ Vocabulary specific vocabulary specific ◗ Personal values and
impossibility ◗ Past perfect tense to the subject areas to the topic and ideals
◗ Reporting the ◗ Cohesive devices, subject areas ◗ The world of work
◗ Reported speech
conversation of eg so to continue, ◗ Rising and falling ◗ Unexplained phenomena
◗ Linking expressions,
others in other words, intonation to and events
eg even though,
◗ Speculating for example indicate giving up
in spite of, although ◗ National environmental
◗ Reporting verbs, eg and offering turns
◗ Persuading and concerns
◗ Stress, intonation
8 discouraging say, tell, ask, report, ◗ Public figures past and
advise, promise and pitch relevant
present
◗ Appropriate words to the language
and expressions to functions
encourage further ◗ Stress and intonation
participation to indicate emotion
◗ Phrases and
expressions relating
to the list of language
functions

◗ Expressing abstract ◗ Mixed conditionals ◗ Vocabulary specific ◗ The correct ◗ Dreams and nightmares
ideas ◗ Verbs followed by to the topic area pronunciation of ◗ Crime and punishment
◗ Expressing regrets, gerund and/or ◗ Vocabulary specific vocabulary specific ◗ Technology
wishes and hopes infinitive, eg forget, to the subject areas to the topic and
◗ Habits and obsessions
◗ Expressing stop, go on, remember ◗ Cohesive devices subject areas
◗ Global environmental
assumptions ◗ More complex forms to recap and recover, ◗ Rising and falling
issues
◗ Paraphrasing of the passive with eg as I was saying, intonation for
keeping, giving up ◗ Design
◗ Evaluating options modals anyway…
and offering turns
9 ◗ Hypothesising ◗ Should/must/might/ ◗ Hesitation fillers,
could + perfect eg I mean, you know ◗ Stress and rhythm
◗ Evaluating past to highlight and
infinitive ◗ Stock phrases to
actions or course emphasise main
of events ◗ Correct verb patterns gain time for thought
after wish and hope and keep the turn, eg points and ideas
well, let me think… ◗ Intonation and pitch
◗ Phrases and to convey attitude
expressions relating
to the list of language
functions

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Appendix 6

Language Subject areas for the

Grade Grammar Lexis Phonology
functions Conversation phase
◗ Developing an ◗ A broad range of ◗ Vocabulary specific to ◗ The correct List A
argument complex structures the topic and subject pronunciation of ◗ Roles in the family
◗ Defending a point to express thoughts areas topic and subject- ◗ Communication
of view clearly ◗ A range of idiomatic area specific
◗ The school curriculum
◗ Expressing beliefs ◗ A high degree of expressions and vocabulary
◗ Youth behaviour
◗ Expressing grammatical accuracy, colloquialisms ◗ Sounds with minimal
interference from ◗ Use of the internet
opinions although minor errors ◗ Modifying words, eg
may occur when basically, quite, certainly the first language ◗ Designer goods
tentatively
attempting to use ◗ Intensifiers, ◗ A range of stress and OR
◗ Summarising
a combination of eg absolutely, intonation patterns,
10 information, ideas
and arguments
structures across
sentence boundaries
completely, totally
◗ Tentative expressions,
pitch and volume to:
– engage and
List B
◗ International events
◗ Deducing
eg I may be wrong maintain the ◗ Equal opportunities
but…, Don’t you think it examiner’s interest ◗ Social issues
might be… – signal the provision ◗ The future of the planet
◗ Signposting words, of new information ◗ Scientific developments
eg firstly, finally – indicate discourse ◗ Stress management
◗ Phrases and expressions structure
relating to the list of
language functions

◗ Justifying an ◗ A broad range of ◗ Vocabulary specific to ◗ The correct List A

argument complex structures, the topic and subject pronunciation ◗ Independence
◗ Inferring used flexibly and areas of topic and ◗ Ambitions
◗ Expressing effectively in ◗ A good range of subject-area
◗ Stereotypes
caution combination and idiomatic expressions specific vocabulary
◗ Role models
contrast and colloquialisms ◗ Various features of
◗ Expressing ◗ Competitiveness
empathy and ◗ A high degree of ◗ Signposting expressions, pronunciation which
grammatical accuracy, eg I’d like to begin only occasionally ◗ Young people’s rights
sympathy
errors are rare and with…, Conversely…, deviate from an OR
11 ◗ Challenging
arguments and
opinions
difficult to identify To conclude…
◗ Vague and imprecise
internationally
intelligible model List B
language, eg a bit more, ◗ A range of stress and ◗ The media
◗ Evaluating
a hundred people or so intonation patterns, ◗ Advertising
different
◗ Phrases and expressions pitch and volume to ◗ Lifestyles
standpoints
relating to the list of convey subtle shifts ◗ The arts
◗ Expressing in meaning and
reservations language functions ◗ The rights of the
attitude
individual
◗ Economic issues

◗ Asserting ◗ A comprehensive and ◗ A good command of ◗ Produce individual There are no specific
◗ Denying reliable mastery of a a very broad lexical sounds so as to be subject areas for
◗ Softening and very wide range of repertoire fully understood by Grade 12.
downplaying language to formulate ◗ A wide range of the examiner, with
propositions thoughts precisely, idiomatic expressions only a rare sound
give emphasis and and colloquialisms that deviates from
◗ Contradicting
eliminate ambiguity ◗ Phrases and expressions an internationally
◗ Implying intelligible model
◗ Differing linguistic relating to the list of
◗ Affirming forms to reformulate ◗ Stress and intonation
12 ideas and convey finer
shades of meaning
language functions
patterns which are
recognisably specific
◗ Complete and to English without
consistent any lapses in
grammatical control intelligibility
of highly complex
language at all times

64