nyc english comprehensive correlation documentation2 · the ilets exam has two different versions....
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NYCEnglishSoftwareAppcorrelationstostandardizedEnglishTests,internationalstandards,andinstructionalmethodsandmodalities.
Correlationsincluded:
• TestofEnglishasaForeignLanguage(TOEFL)
• TestofEnglishforInternationalCommunication(TOEIC)
• InternationalEnglishLanguageTestingSystem(ILETS)
• TeachersofEnglishtoSpeakersofOtherLanguages(TESOL)
• CommonEuropeanFrameworkofReferenceforLanguages(CEFR)
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TableofContents
Section1–NYCEnglishSoftwareAppIntroduction
Section2–CorrelationtoTestofEnglishasaForeignLanguage(TOEFL)
Section3–CorrelationtoTestofEnglishforInternationalCommunication(TOEIC)
Section4–CorrelationtoInternationalEnglishLanguageTestingSystem(ILETS)
Section5–CorrelationtoTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)
Section6–CorrelationtoCommonEuropeanFrameworkofReferenceforLanguages(CEFR)
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Section1–NYCEnglishSoftwareAppIntroduction
The NYC English Software App is a cloud-based program that uses research-based pedagogy to provide English
LanguageLearners[ELLs]self-pacedEnglishlanguageinstruction.
The instructional content is divided into three levels: Beginner Conversation, Intermediate Conversation, and
Advanced Conversation. Each of those categories has 30 themes—90 in total—providing instruction organized
aroundacommonideatocontextualizelearning.
Eachthemeiscomprisedof language instruction,usagedemonstration,practiceexercises,andassessmenttools.
Incombination, themethodology is immersive innature,concurrently teachingthesixkeyelementsof language
acquisition:reading,writing,grammar,speaking,pronunciation,andlisteningcomprehension.
TheNYCEnglishSoftwareApphasavarietyofuser features that increase the rateof learning, improve student
engagement,andenhancethelearningexperience.Theseinclude:
• Lessonswithfullcolorgraphics,audioforallinstruction,textonscreen,andanativelanguagetranslation
• Morethan900high-definitioninteractivevideoswithnaturalconversationscenes
• Voicerecognitionsoftwarethatprovideslearnersinstantfeedbackontheirpronunciation
• Progressandstatusdashboardsforteachers,administrators,andstudents
• Built-indictionaryforinstantworddefinitions
• Interactivetestsandpracticeexercises
• Self-paced,modularlearningcontentthatissequencedandrepeatable
• InstructionanddemonstrationprovidedbynativeEnglishspeakers
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Section2–CorrelationtoTestofEnglishasaForeignLanguage(TOEFL)
ThefollowingcolumnsareorganizedtoprovidecomparisonwiththeTOEFLstructure.
TOEFLhasfourcomponents:Listening,Reading,Writing,andSpeaking.
TOEFLTESTSECTIONS NYCENGLISHMETHODOLOGY
Reading
• 3-5samplepassagesfrom
academictexts,
approximately700words
inlength
• 12-14questionsper
passage
NYCEnglishhasreadingcomponentswoventhroughoutthe90Themes.Eachthemecontainsa
minimumoftwoexercisemodulesallowingstudentstopracticetheirreadingskillsinvarious
formats.
Additionally,NYCEnglishhasvariousplacementtests,whichcontaintextsandpassagesfortesting
purposes.
Readingtextsincludequestion/answer,descriptive,cause/effect,persuasive,andnarrative.Users
readandrespondtopassageseitherverballyorwithawrittenresponse.Usersreadallvocabulary,
texts,andgrammaravailable.
Listening
• 6–9passages,each
containing5–6questions
NYCEnglishhas90themeswithatleast10moduleseach.Eachmodulecontainslistening
componentswithtexts,monologues,nativeEnglishspeakers,andwritingcomponents.
Exercisesineachthemearecomprisedoflisteningcomponentsinwhichstudentsanswerspecific
questionsrelatedtothetheme.Therearetwosetsofexercisesperthemewhichshowvarioustypes
oflisteningstrategies.
NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords
andreceiveinstantfeedbackonpronunciationandenunciation.
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TOEFLTESTSECTIONS NYCENGLISHMETHODOLOGY
Speaking
• 6tasks
• Example:speakingtaskin
responsetomaterialsread
orheard
NYCEnglishhasthreesuites:BeginningConversation(30Themes),IntermediateConversation(30
Themes)andAdvancedConversation(30Themes),whichcontainspeakingcomponentsthroughout
eachtheme,ofteninresponsetosomethingheard.
NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords
andreceiveinstantfeedbackonpronunciationandenunciation.
Studentsareprovidedanunlimitednumberofattempts.
Writing
• 2tasks• Example:tasktowritearesponsetoreadingpassage
TheIntermediateandAdvancedConversationthemescontainwritingprompts.Thelearnerhearstheprompt,seesanexampleoftheprompt,andisaskedtowriteabouttheprompt.Theuserhasfiveopportunitiestosubmitaproperessay.Essaysincludevarioustypes:narrative,descriptive,persuasive,andargumentative.NYCEnglishstaffteachersreviewand/orcorrectwhatthestudentsubmits.
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Section3–CorrelationtoTestofEnglishforInternationalCommunication(TOEIC)
TheprimaryTOEICexamsarecomprisedoftwoseparatetests:
1–TOEICListeningandReading
200multiplechoiceitemsdividedevenlybetweeneachsection.Testtakersreceivesperatescoresforthelistening
and reading sections, each on a scale from 5-495 points. They are totaled together for an aggregate test score
rangingfrom10-990points
2–TOEICSpeakingandTOEICWriting
Test takersreceiveseparatescores foreachtest,andtheymaytakeonewithout theother.Eachtest receivesa
scorerangingfrom0-200.TesttakersaregroupedineightproficiencylevelsforSpeakingandnineforWriting.
TOEICTEST/SECTIONS NYCENGLISHMETHODOLOGY
Listening
• 100questions
• Example:Multiplechoice
questionsfollowingthe
viewing/hearingofrecorded
presentation
NYCEnglishhas90quizzesandtestsforeachtheme,whichapplyvariousmethodsforthelearner
torespondtocriticalthinkingandapplicationquestions.
Additionally,ineachthemeNYCEnglishtestsvocabularywordsandgrammarusage.
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TOEICTEST/SECTIONS NYCENGLISHMETHODOLOGY
Reading
• 100questions
• Example:Identificationof
missingwordinasentence
NYCEnglishhas90quizzesandtestsforeachthemewhichtesttherecognitionanduseofkey
vocabularywordsandgrammarusageincontext.
Further,eachmodulecontainsverbalinstructionaccompaniedbywrittentexttohelpthelearner
improvewordrecognition,spelling,usage,andsentencestructure.
Reading
• 100questions
• Example:Identificationof
missingwordinasentence
NYCEnglishhas90quizzesandtestsforeachthemewhichtesttherecognitionanduseofkey
vocabularywordsandgrammarusageincontext.
Further,eachmodulecontainsverbalinstructionaccompaniedbywrittentexttohelpthelearner
improvewordrecognition,spelling,usage,andsentencestructure.
SpeakingTest
• 11questions
• Example:Readingprepared
textaloud
Theinstructionalcontentandlearningmoduleswithineachthemecontainverbalinstruction
accompaniedbywrittentext,helpingthestudentlearnpronunciation,intonation,sentence
cohesionandsyllabicstress.
NYCEnglishoffersvoiceanalyzationallowingtheusertorecordsentencesandvocabularywords
andreceiveinstantfeedbackonarticulationandenunciation.Studentsareprovidedanunlimited
numberofattempts.
WritingTest
• 8questions
• Example:Writinganessay
expressingpersonalopinion
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Section4–CorrelationtoInternationalEnglishLanguageTestingSystem(ILETS)
TheILETSexamhastwodifferentversions.
1–ILETSAcademic
For test takers who want to study at the University level in an English-speaking country, pursue specialized
education/training,ormeetthestandardsrequiredbyaprofessionorenployer.
2–ILETSGeneral
Fortesttakersseekingtowork,studyatasecondaryschool,ormigratetoanEnglish-speakingcountry.
The general format for both tests is the same. The primary distinction is in content and tasks, both of which
requireamoretechnicalunderstanding(e.g.,interpretatingachartorgraph)fortheILETSAcademicversion.
ILETSSECTIONS NYCENGLISHMETHODOLOGY
Listening• Testtakerslistentofourrecordedtexts,
monologues,andconversationsbyarangeof
nativespeakers,andwritetheiranswerstoa
seriesofquestions
• Examplerecording:Aconversationbetween
uptofourpeoplesetinaneducationalor
trainingcontext,e.g.auniversitytutoranda
studentdiscussinganassignment
NYCEnglishhas90Themeswithatleast10modulesineach.Each
modulecontainslisteningcomponentswithtexts,monologues,native
Englishspeakers,andwritingcomponents.
Exercisesineachthemecompriseoflisteningcomponentswhere
studentsanswerspecificquestionsrelatedtothetheme.
Therearetwosetsofexercisespertheme.
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ILETSSECTIONS NYCENGLISHMETHODOLOGY
Reading
• TheReadingsectionconsistsof40questions,designedtotestawiderangeofreadingskills.
• Thegeneraltestincludesextractsfrombooks,
magazines,advertisements,andother
materialsfoundonadailybasisinEnglish-
speakingenvironment.
• Theacademictestincludesthreelongtexts,
whichrangefromthedescriptiveandfactual
tothediscursiveandanalytical.Theseare
takenfrombooks,journals,magazinesand
newspapers.
NYCEnglishhasReadingcomponentsinterspersedthroughoutits
modules.Readingtextsincludequestion/answer,descriptive,
cause/effect,persuasive,andnarrative,tonameafew.
Studentsreadandrespondtopassageseitherverballyorwithawritten
response.
Usersreadallvocabulary,texts,andgrammaravailable.
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ILETSSECTIONS NYCENGLISHMETHODOLOGY
Speaking
TheSpeakingcomponentassessesthetest
taker’suseofspokenEnglish.Everytestis
digitallyrecordedandconsistsofthreeparts:
• Part1-Testtakersanswergeneralquestions
aboutthemselvesandarangeoffamiliar
topics,suchastheirhome,family,work,
studiesandinterests
• Part2-Testtakersaregivenabooklet,which
asksthemtotalkaboutaparticulartopic.
Theyhaveoneminutetopreparebefore
speakingforuptotwominutes.Theexaminer
mayaskoneortwoquestionsonthesame
topictofinishthispartofthetest
• Part3-Testtakersareaskedfurther
questionswhichareconnectedtothetopicin
Part2.Thesequestionsgivethecandidatean
opportunitytodiscussmoreabstractissues
andideas.Itisstructuredinsuchawaythat
doesnotallowtesttakerstorehearseset
responsesbeforehand
NYCEnglishhastwosuites(IntermediateConversationandAdvanced
Conversation),whichemphasizespeakingcomponentsthroughouteach
theme.NYCEnglishoffersavoiceanalyzerwhichallowsthestudentto
recordsentencesandvocabularywordsandanalyzeswhatwas
recorded.
Studentsreceiveimmediatefeedbackandanunlimitednumberof
attemptstogetthepronunciationcorrect.
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Section5–CorrelationtoTeachersofEnglishtoSpeakersofOtherLanguages(TESOL)
TheEnglishtoSpeakersofOtherLanguages(TESOLorESOL)testisdesignedtomeasurebasiclinguisticand
pedagogicalknowledgewithinthecontextofteachingESOLinelementaryorsecondaryschools.
TESOLhasfourdomains(listening,reading,writing,speaking)andfivelevelsoflanguageproficiency:
Level1–Starting
Level2–Emerging
Level3–Developing
Level4–Expanding
Level5–Bridging
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Reading
Englishlanguagelearnersprocess,interpret,and
evaluatewrittenlanguage,symbols,andtextwith
understandingandfluency.Learningtoreadina
secondlanguagemaybeenhancedorhinderedby
astudent’slevelofliteracyintheirnative
language.Studentswhohaveastrongfoundation
inreadingintheirfirstlanguagebringwiththem
skillsthatcanbereadilytransferredintheprocess
oflearningtoreadinEnglish.
NYCEnglishhasreadingcomponentsinsterspersedthroughoutits90themes.
Readingtextsincludequestion/answer,descriptive,cause/effect,persuasive,and
narrative.
Usersreadandrespondtopassageseitherverballyorwithawrittenresponse.
Usersreadallvocabulary,texts,andgrammaravailable.
NYCEnglishofferstwoexercisemodulesperthemewhichallowsstudentsto
practicetheirreadingskillsinvariousformats.Inadditiontoitscurriculum,NYC
Englishhasaplacementtestwhichcontainstextsandpassagesfortesting
purposes.
Listening
Listeningisanactiveskill.Byhighlightingan
assortmentoflisteningtasksacrossstandards,the
needtoinvolvestudentsinactivelisteningand
purposefullisteningskillsdevelopmentbecomes
clear.
NYCEnglishhas90themeswithatleast10modules.Eachmodulecontains
listeningcomponentswithtexts,monologues,nativeEnglishspeakers,andwriting
components.Exercisesineachthemecontainlisteningcomponentswhere
studentsanswerspecificquestionsrelatedtothetheme.Therearetwosetsof
exercisesperthemewhichshowvarioustypesoflisteningstrategies.
NYCEnglishoffersavoiceanalyzerallowingtheusertorecordsentencesand
voabularywordswhileanalyzingitscontents.Studentsreceiveimmediate
feedback.
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Speaking
Englishlanguagelearnersengageinoral
communicationinavarietyofofsituationsfora
varietyofpurposesandinawidespectrumof
settings.Aspartoftheoralcommunication,
studentsareconstantlyusinglanguagein
meanginfulinteractionwithothers.
EachofNYCEnglish’sthreesuitescontainspeakingcomponentsthroughteach
theme.
NYCEnglishoffersavoiceanalyzerallowingthestudenttorecordsentencesand
vocabularywordswhileanalyzingwhatwasrecorded.
Studentsreceiveimmediatefeedbackandanunlimitednumberofattempts.
Writing
Englishlangagelearnersusewritten
communicationforavarietyofpurposesand
audiences.Writingcanbeusedtoexpress
meaningthroughdrawing,symbols,ortext.
IntermediateandAdvancedConversationscontainwritingprompts.Thelearner
hearstheprompt,seesanexampleoftheprompt,andisaskedtowriteaboutthe
prompt.Theuserhasfiveopportunitiestosubmitaproperessay.Essaysinclude
varioustypes:narrative,descriptive,persuasive,argumentative.Theteachermay
writeand/orcorrectwhatthestudentsubmitseachtime.
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Level1–Starting
Atlevel1,studentsinitiallyhavelimitedorno
understandingofEnglish.TheyrarelyuseEnglishfor
communication.Theyrespondnonverballytosimple
commands,statements,andquestions.
Astheiroralcomprehensionincreases,theybeginto
imitatetheverbalizationsofothersbyusingsingle
wordsorsimplephrases,andtheybegintouseEnglish
spontaneously.Attheearlieststage,theselearners
constructmeaningfromthetextprimarilythough
illustrations,graphs,maps,andtables.
BeginningConversationisthefirstlevelinNYCEnglish.Ithas30themes
whichinclude8-12lessonsineach.Thebeginningthemeemphasizes
simplewordsandsentencestointroducethelearnertoeasyEnglishterms.
Learnersareabletopracticespeaking,reading,listening,atthislevel.
Picturesandgraphsassistthelearnertounderstandwordsandphrases
used.
Grammarandpronunciationareintroducedtoo,sothatthelearnerwill
begintobuildbasicknowledgeofsoundandwordconstruction.
NYCEnglishprovidesadditionalsupportbyprovidingNativeLanguage
Translation(NLT)withineachtheme.
Level2–Emerging
Atlevel2,studentscanunderstandphrasesandshort
sentences.Theycancommunicatelimitedinformation
insimpleeverydayandroutinesituationsbyusing
memorizedphrases,groupsofwords,andformulae.
Theycanuseselectedsimplestructurescorrectlybut
stillsystematicallyproducebasicerrors.Studentsbegin
tousegeneralacademicvocabularyandfamiliar
everydayexpressions.Errorsinwritingarepresentand
hindercommunication.
LearnersatthislevelcancontinuetouseBeginningConversationsbutmay
progresstowardhighermoduleswithmoreadvancedconcepts.
NYCEnglishprovidesavoiceanalyzerfeatureforlearnerstorecord
vocabularywordsandphrases.
Thecurriculumisscaffoldedsothatthelearnerencountersmoredifficult
componentsasthelearnerprogressesthorughthethemes.
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Level3–Developing
Atlevel3,studetnsunderstandmorecomplex
speechbutstillmayrequiresomerepetition.
TheyuseEnglishspontaneouslybutmayhave
difficultyexpressingalltheirthoughtsduetoa
restrictedvocabularyandalimitedcommandof
languagestructure.
Studentsatthislevelspeakinsimplesentences,
whicharecomprehensibleandappropriate,but
whicharefrequentlymarkedbygrammatical
errors.Proficiencyinreadingmayvary
considerably.
Studentsaremostsuccessfulconstructing
meaningfromtextsforwhichtheyhave
backgroundknowledgeuponwhichtobuild.
IntermediateConversationsisthesecondlevelinNYCEnglish.Ithas30thems
whichinclude10-15lessonsineach.Itisalsocomprisedofmorecomplexterms
andsentences.
Learnersareabletopracticespeaking,reading,andlisteningatthislevel.
Continuousthoughoutthisthemearepictures,graphics,grammar,and
pronunciation.
NYCEnglishintroducesthewritingcomponentwherelearnersread,listen,and
practicefromaprompt.
NativeLanguageTranslationisalsoavailableinthistheme.
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Level4–Expanding
Atlevelfour,astudent’slanguageskillsare
adequateformostday-to-daycommunication
needs.TheycommunicateinEnglishinnewand
unfamiliarsettingsbuthaveoccassionaldifficulty
eithcomplexstructureandabstractconcepts.
Studentsmayreadwithconsiderablefluencyand
areabletolocateandidentifyspecificfactswithin
atext.However,theymaynotunderstandtextsin
whichtheconceptsarepresentedina
cecontextualizedmanner,thesentencestructure
iscomplex,orthevocabularyisabstract,
technical,orcolloquial.
Theycanreadindependentlybutmayhave
occassionalcomprehensionproblems,especially
whenprocessinggrade-levelinformation.
LearnerscontinuetouseIntermediateConversationsandmayprogressthrough
thethirdlevel,AdvancedConversation.Theadvancedmodulehas30themes
whichinclude12-18lessonsineach.
Italsocontainsmoreadvancedvocabulary,writingprompts,andpronunciation.
Learerswillhearconversationlinesatnormaltofasterpacethanprevious
modules.
Learnerscanrecordanswersandwriteresponseswitheverythingbeingrecorded
ontheirdashboards.
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TESOLDOMAINS NYCENGLISHMETHODOLOGY
Level5–Bridging
Atlevelfive,studentscanexpressthemselves
fluentlyandspontaneouslyonawiderangeof
personal,general,academic,orsocialtopicsina
varietyofcontexts.
Theyarepoisedtofunctioninanenvironment
withnativespeakingpeerswithminimallanguage
supportroguidance.
Studentshaveagoodcommandoftechnicaland
academcivocabularyaswellofidiomatic
expresstionsandcolloqualisms.
Theycanproduceclear,flowing,wel-structured
textsfodiffereinglengthsanddegreesof
linguisticcomplexity.Errorsareminimal,difficult
tospot,andgenerallycorrectedwhentheyoccur.
NYCEnglish’shighestandmostdifficultlevelisAdvancedConversation.It
contains30themsewith12-18lessonsineach.
Whileitmimicsthepreviousmodulesinstructureandmethodology,itscontent
ismorechallenging.Vocabulary,writingprompts,grammarandpronunciation
lessonsarebasedonpreviousknowledge.
Wordsarespokenatanormalconversationpace.Nativelanguagetranslations
arenolongeravailable,however,thelearnercanwatchthevideosandhear
wordsasmanytimesasneeded.
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Section6–CorrelationtoCommonEuropeanFrameworkofReferenceforLanguages(CEFR)
TheCEFRdescribesforeignlanguageproficiencyatsixlevels:A1andA2,B1andB2,C1andC2.
Based on empirical research andwidespread consultation, this schememakes it possible to compare tests and
examinations across languages and national boundaries. It also provides a basis for recognizing language
qualificationsandthusfacilitatingeducationalandoccupationalmobility.
It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language
syllabusesandcurriculumguidelines,thedesignofteachingandlearningmaterials,andtheassessmentofforeign
languageproficiency.
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LEVELGROUP
LEVEL DESCRIPTION NYCENGLISHCONTENT
A1
Breakthrough
orbeginner
• Canunderstandandusefamiliareveryday
expressionsandverybasicphrasesaimedatthe
satisfactionofneedsofaconcretetype
• Canintroducethemselvesandothersandcanaskand
answerquestionsaboutpersonaldetailssuchas
wheretheylive,peopletheyknowandthingsthey
have
• Caninteractinasimplewayprovidedtheother
persontalksslowlyandclearlyandispreparedto
help
BeginningConversation
Lesson1:Greetingothers
Lesson2:Askingpersonalquestions
Lesson5:Describingmyhouse
Lesson6:Describingpublicplaces
AlllessonscontainNativeEnglishand
everydayexpressions.
A
BasicUser
A2
Waystageor
elementary
• Canunderstandsentencesandfrequentlyused
expressionsrelatedtoareasofmostimmediate
relevance(e.g.verybasicpersonalandfamily
information,shopping,localgeography,employment)
• Cancommunicateinsimpleandroutinetasks
requiringasimpleanddirectexchangeofinformation
onfamiliarandroutinematters
• Candescribeinsimpletermsaspectsoftheir
background,immediateenvironmentandmattersin
areasofimmediateneed
BeginningConversation
Lesson3:Talkingaboutmyfamily
Lesson8:Describingothers
Lesson15:Gettingaroundthecommunity
Lesson14:Askingforandgiving
AlllessonscontainNativeEnglishand
everydayexpressions.
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LEVELGROUP
LEVEL DESCRIPTION NYCENGLISHCONTENT
B1
Thresholdor
intermediate
• Canunderstandthemainpointsofclearstandard
inputonfamiliarmattersregularlyencounteredin
work,school,leisure,etc.
• Candealwithmostsituationslikelytoarisewhile
travellinginanareawherethelanguageisspoken
• Canproducesimpleconnectedtextontopicsthatare
familiarorofpersonalinterest
• Candescribeexperiencesandevents,dreams,hopes
andambitionsandbrieflygivereasonsand
explanationsforopinionsandplans
BeginningConversation
Lesson2:Askingpersonalquestions
Lesson3:Talkingaboutmyfamily
Lesson7:Jobsandprofessions
Lesson17:Hobbiesandinterests
AdvancedConversation2
Lesson6:Television
Lesson7:Movies
Lesson11:PublicEducation
AdvancedConversation3
Theme1:MarriageandFamily
Theme6:Business
BIndependent
user
B2
Vantageor
upper
intermediate
• Canunderstandthemainideasofcomplextexton
bothconcreteandabstracttopics,includingtechnical
discussionsintheirfieldofspecialization
• Caninteractwithadegreeoffluencyandspontaneity
thatmakesregularinteractionwithnativespeakers
quitepossiblewithoutstrainforeitherparty
• Canproduceclear,detailedtextonawiderangeof
subjectsandexplainaviewpointonatopicalissue
givingtheadvantagesanddisadvantagesofvarious
options
AdvancedConversation1Theme1:TalkingAboutExtendedFamily
AdvancedConversation3Theme1:MarriageandFamily
Theme6:Business
Theme8:AirportsandAirTravel
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LEVELGROUP
LEVEL DESCRIPTION NYCENGLISHCONTENT
C1
Effective
operational
proficiencyor
advanced
• Canunderstandawiderangeofdemanding,longer
clauses,andrecognizeimplicitmeaning
• Canexpressideasfluentlyandspontaneously
withoutmuchobvioussearchingforexpressions
• Canuselanguageflexiblyandeffectivelyforsocial,
academicandprofessionalpurposes
• Canproduceclear,well-structured,detailedtexton
complexsubjects,showingcontrolleduseof
organizationalpatterns,connectorsandcohesive
devices
AdvancedConversation2
Lesson5:MusicandMusical
Instruments
Lesson6:Television
Lesson7:Movies
AdvancedConversation2
Theme2:DescribingPersonalities
Theme7:Movies
CProficient
user
C2
Masteryor
proficiency
• Canunderstandwitheasevirtuallyeverythingheard
orread
• Cansummarizeinformationfromdifferentspoken
andwrittensources,reconstructingargumentsand
accountsinacoherentpresentation
• Canexpressthemselvesspontaneously,veryfluently
andprecisely,differentiatingfinershadesofmeaning
eveninthemostcomplexsituations
BeginningConversationandAdvancedConversationI,II,andIIIcontainopportunitiesforstudentstouseits
voiceanalyzerwhenspeakingspecific
textsandvocabulary.
AdvancedConversationI,II,andIIIContaintextsaboutvarioustopics.
Writingpromptsaregivenbasedonthe
texts.Studentsareaskedtowrite
narrative,persuasive,and/ordescriptive
responses.Exercisesineachtheme
allowtheopportunityforstudentsto
converseandexplorevarioustopics.