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56 Travel and holidays • Travelling by road, rail, air or ship • Timetables and connections • Travel arrangements • Accommodation, luggage • Sightseeing • Communicating with travel agents, receptionists, etc. Inventories Private and public services • Post office, banks, insurance companies, lost property office, tourist information office Relationships with other cultures • Buying and obtaining private and public services • Migration • Customs • Native language, other languages Handbook telc English A2·B1
Inventories 3.2 Inventory G – Grammar The work on the compilation of the inventory of grammatical forms was based on a combination of a review of the existing literature on grammatical progression, a review of the practical application of progression theories to the development of language tests by examination boards in the UK, and finally through empirical research based on the judgements of expert teachers. This work, which began in 2008, has informed a number of recent developments in the area of English language assessment over the past three years, most notably the International Language Assessment (ILA) a placement test system designed for use by the British Council’s international teaching centres, and the EQUALS/British Council Core Inventory for General English (North et al, 2010 – available at http://www.teachingenglish. org.uk/sites/teacheng/files/Z243 %20E&E %20EQUALS %20BROCHURErevised6.pdf). The absence of an empirically supported understanding of the details of grammatical progression in the research literature suggested that we should look instead to the practical application of progression in the materials and tests currently in use in the area. We were fortunate enough to receive support in this endeavour from City & Guilds of London, who had commissioned such a list in 2007 and who now made it available to CLARe researchers. This list was reviewed in light of current practice and a total of over 120 individual grammatical forms were identified and exemplified under sixteen headings. Using this document as a base, we then devised an online questionnaire, which was given to a group of twelve expert informants (senior teachers, each with many years of experience behind them) who were asked to identify the CEFR level or levels at which these forms should be taught. The results of this part of the study were analysed using multi-faceted Rasch analysis (using the FACETS programme) in order to empirically validate the judgements and the predictability of the judgements of the individual items. While it was found that some items could not be accurately modelled, suggesting that there was significant disagreement among the judges with regard to the items, the consistency of the judgements was remarkably high, with all those involved showing excellent ’fit’ statistics. This work resulted in a final list of forms, which was then again reviewed by an external expert, who commented additionally on the examples offered, making a number of valuable suggestions. As a result of this work, researchers at CLARe have been able to devise more empirically supported tests of grammar, and also to advise examination boards on those aspects of grammar which are most likely to appear at the different CEFR levels. This work is, of course, continuing. And, as we gather data from research projects and tests, the list will at some stage in the future be updated. However, the inventories that follow are based on the most up-to-date research undertaken at CLARe and mark a significant advancement in the application of grammatical progression to tests of this nature. 3.2.1 Inventory G I – The Grammar of Spoken and Written Discourse 4 Sentence Position A Theme b Tails 5 Cohesion A Reference b Ellipsis C Substitution Handbook telc English A2·B1 57
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HANDBOOK ENGLISH A2·B1 www.telc.ne
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HANDBOOK ENGLISH A2·B1
Page 5 and 6: Introduction 0 Introduction telc En
Page 7 and 8: Background Information 1 Background
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Page 73 and 74: Inventories 3 Expressing Spatial Re
Page 75 and 76: Inventories b Describing Activities
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Page 79 and 80: Inventories c) offering I’ll buy
Page 83 and 84: Inventories c) Functional I offered
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Page 93 and 94: Inventories C Reflexive Pronouns He
Page 95 and 96: Inventories 5 Adjectives A Comparis
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Inventories bedroom How many bedroo
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Inventories brother My brother work
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Inventories celebrate She celebrate
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Inventories code Can you decipher t
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Inventories cook Do you like cookin
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Inventories defence Their defence t
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Inventories download You can easily
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Inventories envelope I need twenty
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Inventories feel I feel happy most
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Inventories Friday The weekend star
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Inventories government What do you
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Inventories hero Who is your favour
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Inventories Indian There’s an Ind
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Inventories learn How many language
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Inventories meantime In the meantim
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Inventories night What did you do l
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Inventories overtake If I speed up,
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Inventories point Could you point m
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Inventories purpose What’s the pu
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Inventories response My response to
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Inventories scissors Use scissors t
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Inventories show There was a good s
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Inventories sort If you don’t lik
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Inventories strength You need a lot
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Inventories team Did your team win
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Inventories title What’s the titl
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Inventories twice I’ve seen him t
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Inventories warning There was a war
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Inventories worried He’s quite wo
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Inventories (In a letter or email)
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Inventories 2 Requests Would you li
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Inventories b) Saying good-bye I re
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Inventories 2 Information on emotio
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Inventories Are you sure you want t
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Inventories How do you feel about
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The European Language Certifi cates
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HANDBOOK ENGLISH A2·B1 telc Englis
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