NL Level Descriptions: GENERAL SPEAKING ABILITY: The student has no real functional ability and, because of his pronunciation, he may be unintelligible. Given adequate time and familiar cues, he may be able to exchange greetings and give his identity. He is unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange. GRAMMAR for Speaking: The student’s construction of sentence for his response is poor and is sometimes irrelevant to the teacher’s question. He only knows selected parts of speech and also has very poor awareness to correct grammatical structures. VOCABULARY for Speaking: The student can name a limited number of familiar objects from his immediate environment. PRONUNCIATION for Speaking: The student has frequent problems with pronunciation and intonation, and hesitates too often when speaking, which often interferes with communication LISTENING for Speaking: The student may not have the listening or reading skills in English necessary to understand the test directions or the content of the test questions. Fluency for Speaking: The student produces only isolated words (i.e., single-word responses) and/or greetings and polite expressions such as good morning and thank you.
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NL Level Descriptions GENERAL SPEAKING ABILITY: The student has no real functional ability and, because of her pronunciation, she may be unintelligible. Given adequate time and familiar cues, she may be able to exchange greetings and give her identity. She is unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange. GRAMMAR for Speaking: The student’s construction of sentence for her response is poor and is sometimes irrelevant to the teacher’s question. She only knows selected parts of speech and also has very poor awareness to correct grammatical structures. VOCABULARY for Speaking: The student can name a limited number of familiar objects from her immediate environment. PRONUNCIATION for Speaking: The student has frequent problems with pronunciation and intonation, and hesitates too often when speaking, which often interferes with communication LISTENING for Speaking: The student may not have the listening or reading skills in English necessary to understand the test directions or the content of the test questions. Fluency for Speaking: The student produces only isolated words (i.e., single-word responses) and/or greetings and polite expressions such as good morning and thank you.
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