Guide To Pearson Test of English Young Learners: Springboard (Level 2) Level A1 (Foundation)
Guide To Pearson Test of English Young Learners: Springboard (Level 2) Level A1 (Foundation)
Guide To Pearson Test of English Young Learners: Springboard (Level 2) Level A1 (Foundation)
Young Learners
Springboard (Level 2)
Level A1 (Foundation)
July 2018
Version 3
Information within this document is from the Council of Europe Threshold specification.
© Council of Europe
No part of this publication may be reproduced without the prior permission of Pearson Education Ltd.
Contents
Page
3. Overview of Scoring 7
Contact us
Who is it for?
The Guide to Pearson Test of English Young Learners is designed for anyone who is
preparing students for the test or wants to learn more about it.
The first part, an Introduction to Pearson Test of English Young Learners, includes an
overview of the test, targeted test takers and the skills tested. Key features of the test, such
as realistic situations, fun and motivating tasks, and integration of skills, are outlined.
Information about test delivery and test results is also given.
The second part provides an outline of the preparation resources that will be made available
to instructors and test takers.
The third part includes general information about scoring within the test.
In the fourth part, an overview of the formats of the spoken and written tests is provided.
The final part of the guide gives a detailed explanation of each task within the written and
spoken parts at Springboard Level. This includes a description of each task type, the skills
assessed, what test takers have to do, the objectives and timings. In addition, details about
scoring and the marking criteria are presented.
1
1. Introduction to Pearson Test of English Young
Learners
Overview
The tests are provided by Edexcel Limited, the largest UK awarding body for academic and
vocational qualifications. Edexcel Limited is the official awarding body for PTE Young Learners.
The primary goal of the tests is to assess a young learner’s ability to use English language
communicatively. There is an emphasis on real-life scenarios rather than on knowledge of specific
language items and vocabulary.
Although the test is presented using British English, American English is acceptable. Knowledge of
the English alphabet is assumed at all levels.
2
Key features
Realistic contexts
Children are tested on their ability to use structures and functions in realistic contexts. At higher
levels, they are also assessed on their ability to use language to carry out specific communicative
tasks. The emphasis is on real-life situations that learners will encounter, not on how well they
remember vocabulary and structures. For this reason, PTE Young Learners uses real-life scenarios
rather than grammatical exercises. This means that it is a measure of real, practical English.
Familiar content
Throughout the four test levels, test takers experience some of the everyday activities,
adventures and mishaps of the Browns, a British family. They become familiar with the characters
and events, which makes the testing experience both very comfortable and highly engaging.
As the tests are scenario-based, topics and language are repeated. This reinforcement of content
and language gives test takers the confidence they need to perform well.
The topics in PTE Young Learners are international, age-appropriate and of interest to children,
for example, topics like families, pets, school and people’s appearance are included.
Fun activities
The format of the test is enjoyable. The spoken part consists of a group board game played with
other test takers. Another task allows candidates to give short talks and communicate with each
other. Many of the tasks in the written part are based around colorful, amusing visuals.
Integrated skills
PTE Young Learners integrates the four skills. This is important because when communicating in
English, students are often required to combine several language skills to perform a task.
Test delivery
Test sessions are scheduled 6 times a year.
PTE Young Learners consists of a written paper-based test and a spoken test (with an examiner
and a group of five test takers), which are delivered through a number of registered centers in
over 40 territories globally.
Test centers delivering PTE Young Learners are typically schools and language schools. Each
prospective center is required to provide evidence that the tests will be conducted according to
3
the regulations as part of registering to become a test center. In some territories there are locally
based agents or representatives.
Information about test session dates, test center locations, registering to take PTE Young
Learners or registering to become a test center is available at www.pearsonpte.com/pte-young-
learners.
Test results
Using an online marking system (e-Pen) and a web-based test center service system, Pearson
provides fast and helpful feedback on individual performance of students in the tests.
The tests are prepared and marked by teams of professionals and successful test takers receive a
certificate of attainment from the largest examining body in the UK, Edexcel Limited.
Detailed feedback is provided in the form of a candidate performance report, which includes a
breakdown of the scores for listening, speaking, reading and writing. These are sent to the test
centers who distribute them accordingly. The grades awarded for the test are Distinction, Merit or
Pass. If test takers do not achieve a Pass grade, they receive a candidate performance report,
but not a certificate.
4
Test structure
The written test at this level lasts for 60 minutes. There are six tasks which test listening, reading
and writing.
60 minutes
Task Skills
numbers
One Listening
Two Listening
Three Reading and writing
Four Reading
Five Reading and writing
Six Writing
The spoken test at this level lasts 20 minutes and there are two tasks.
20 minutes
Task Skills
numbers
Seven Speaking
Eight Speaking
5
2. Test Preparation Resources
Past papers
A number of official past papers with audio,
transcripts and answer keys for all levels
are available now to download for free.
6
3. Overview of Scoring
The written and spoken parts of the test at Springboard have a weighting of 100 score points; 80
for the written component and 20 for the spoken. There are 40 listening, reading and writing
items in total and each one carries a weighting of between 1.5 and 3 score points dependent on
the task. There are two speaking tasks, each with a weighting of 10 points.
Total 40 80
Spoken part Seven Speaking Question and At least 2 10
of test answer
(board game)
Total 3 or more 20
Total 100
written and
spoken
parts
7
4. Overview of Test Format
The written part of PTE Young Learners at this level lasts 60 minutes and has six tasks. It tests
listening, reading and writing skills. The spoken part of the test lasts for 20 minutes and has
two tasks that candidates engage in with an examiner and four other test takers.
The table below indicates the skills tested, task types, number of items, task objectives and what
candidates have to do for each task in the written and spoken parts of the test.
Task Skills Task types Number Task objectives What test takers have
Written numbers of items to do
part of One Listening 3-option 8 To assess the ability to Listen to a conversation
test picture-based identify the details of twice and answer eight
multiple simple spoken discourse, questions by choosing
choice e.g., times, locations, one from three picture
regular activities, prices, answer options
quantities, etc
Four Reading Match 5 To assess the ability to Match five short written
utterance to recognize simple utterances to the
picture functional use of language pictures which illustrate
in social situations their meaning
familiar to young learners
Five Reading Gap fill 10 To assess the ability to Read a text with ten
and understand a text, and gaps and choose the
writing knowledge of vocabulary missing word for each
and grammar in context from the choices given
Spoken Seven Speaking Question and At least To assess the ability to Ask and answer short
part of answer 2 ask and answer short questions about personal
test (board game) questions about personal information and interests
information and interests
Eight Speaking Short talk 1 To assess the ability to Speak about a topic of
speak continuously about personal interest and
a topic of personal answer questions
interest and answer
questions in relation to it
8
5. Description of Task Types
Written Test [60 minutes]
This part of the guide presents a description of the tasks within the written test at Springboard.
This includes the skills tested, what test takers have to do, the objective(s) of the task and
details on scoring.
9
What candidates do
Test takers listen to a conversation twice and answer eight questions printed on the test paper.
For each one, they choose the correct picture from three answer options by putting a cross in the
box next to it.
Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
2 score points. A maximum of 16 points can be achieved.
10
Task Two Listening
Match name to picture-based object/person
Task Two is a Match name to picture-based object/person activity that tests listening skills. It
assesses the ability to identify the details of simple spoken discourse, e.g., people’s appearance,
everyday activities, simple objects etc.
What candidates do
Test takers listen to a conversation twice and match names of people mentioned on the audio to
pictures of these people or objects associated with them by drawing a line between the word and
the picture. There are seven names to match and nine picture-based answer options. Two of the
pictures are extra.
Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
2 score points. If more than one line is drawn to a name or a picture, no score points will be
given to the item. A maximum of 14 points can be achieved.
11
Task Three Reading and Writing
Dialogue completion
Task Three is a Dialogue completion activity that tests reading and writing skills. It assesses:
understanding of the structural relationship between questions and responses; and the ability to
complete questions to given responses within a single dialogue.
What candidates do
Test takers complete five questions to match five given answers in a written dialogue. The
question words are provided as prompts.
Scores
Each item has a weighting of 3 score points. A maximum of 15 points can be achieved. The
scoring criteria and distribution of scores are in the table below:
2: Response can include one major error such as wrong tense, failure to invert subject and verb, omission of
subject, etc. Such major errors must not however affect the meaning intended by the test taker. Small errors
such as non-intrusive spelling errors or non-intrusive punctuation errors may also be present.
1: Response is flawed in a number of ways, but in the context of the task the meaning can still be understood
with some effort.
What candidates do
Test takers read seven short written utterances and match five of them to pictures which
illustrate their meaning by drawing a line between each. Two of the utterances are extra.
Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
2 score points. If more than one line is drawn to an answer, no marks will be given to the item. A
maximum of 10 points can be achieved.
13
Task Five Reading and Writing
Gap fill
Task Five is a Gap fill activity that tests reading and writing skills. It assesses the ability to
understand a text, and knowledge of vocabulary and grammar in context.
What candidates do
Test takers read a text with gaps and choose a word for each from the choices given in a word
box. There are ten gaps to complete and 11 words to choose from. One of the words is extra.
Scores
This task type is marked as either correct or incorrect. Each correct answer has a weighting of
1.5 score points. A maximum of 15 points can be achieved.
14
Task Six Writing
Write sentence
Task Six is a Write sentence activity that tests reading and writing skills. It assesses the ability to
write about a familiar topic (based on a scenario within the test).
What candidates do
Test takers write five short responses to five given questions.
Scores
Each item has a weighting of 2 score points. A maximum of 10 points can be achieved.
1: Response is inaccurate in form, but in the context of the task the meaning can still be understood with some
effort.
15
Spoken Test [20 minutes]
This part of the guide presents a description of the tasks within the spoken test at Springboard.
This includes the skills tested, what candidates have to do, timings, the task type objective(s)
and details on scoring.
What candidates do
In groups of five with an examiner, test takers play a board game. They take it in turns to throw
a dice and then move their counters according to the throw of the dice. Each square on the board
has a question written on it. When a candidate’s counter lands on a square, the examiner directs
them to address the question to another test taker in the group, who must respond. It is then the
next person’s turn. The game continues in this way until all candidates have responded to at least
two of the questions on the board. The task lasts for 10 minutes.
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Scores
This task has a weighting of 10 score points. A maximum of 5 points are awarded for Grammar
and Vocabulary Usage and 5 for Pronunciation. The scoring criteria and distribution of scores are
in the table below:
5 5
Excellent range of vocabulary, and grammar used Excellent pronunciation demonstrating awareness of
accurately and appropriately. Errors are rare and found intonation patterns required for asking questions as well
only in low frequency lexis and more complex as sentence and word stress and individual sounds.
grammatical forms.
4 4
Good lexical and grammatical range, but there may be Good pronunciation, which can be readily understood by
occasional errors. It may be that either grammar or listeners, despite some lapses in pronouncing individual
vocabulary is a little weak, but one or the other words, and problems with stress and intonation.
compensates for this. Errors do not impede
understanding.
3 3
Errors in both grammar and vocabulary are evident, but There are some mispronunciations at word and sentence
the test taker has enough knowledge in these areas to levels, but in general listeners do not have any major
communicate and there is little need for clarification. problems. It may be that repetition is needed on
occasion.
2 2
Despite occasional good usage, grammar and vocabulary Frequent errors in various aspects of pronunciation make
choice is frequently incorrect and this causes problems for the speaker difficult to understand or result in
the listeners as well as some misunderstanding. misunderstanding and /or make it necessary for listeners
to ask for repetition.
1 1
Although there is knowledge of individual items of Although utterances can be recognized as English, they
vocabulary and some grammar, these are so limited that are so difficult to follow that communication breaks down.
real communication is rarely possible.
0 0
No useful knowledge of grammar or vocabulary at the Pronunciation is not recognized as English discourse.
required level.
17
Task Eight Speaking
Short talk
Task Eight is a Short talk activity that tests speaking skills. It assesses the ability to speak
continuously about a topic of personal interest and answer questions in relation to it.
What candidates do
Test takers take turns to pick a labeled picture card that illustrates a topic from a pack. They then
talk for one minute about the subject on the card. This is followed by a further minute of
questions from other candidates and possibly the examiner. This continues until all test takers
have spoken about one topic and answered questions. They are assessed on their talk and
responses to questions. The task lasts for 10 minutes.
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Scores
This task has a weighting of 10 score points. A maximum of 5 points are awarded for Grammar
and Vocabulary Usage and 5 for Pronunciation. The marking criteria and score distribution are
listed in the table below:
5 5
Excellent range of vocabulary, and grammar used Excellent pronunciation demonstrating awareness of
accurately and appropriately. Errors are rare and found intonation patterns required for asking questions as well
only in low frequency lexis and more complex as sentence and word stress and individual sounds.
grammatical forms.
4 4
Good lexical and grammatical range, but there may be Good pronunciation, which can be readily understood by
occasional errors. It may be that either grammar or listeners, despite some lapses in pronouncing individual
vocabulary is a little weak but one or the other words and problems with stress and intonation.
compensates for this. Errors do not impede
understanding.
3 3
Errors in both grammar and vocabulary are evident, but There are some mispronunciations at word and sentence
the test taker has enough knowledge in these areas to levels, but in general listeners do not have any great
communicate and there is little need for clarification. problems. It may be that repetition is needed on
occasion.
2 2
Despite occasional good usage, grammar and vocabulary Frequent errors in various aspects of pronunciation make
choice is frequently incorrect and this causes problems for the speaker difficult to understand or result in
the listeners as well as some misunderstanding. misunderstanding and /or make it necessary for listeners
to ask for repetition.
1 1
Although there is knowledge of individual items of Although utterances can be recognized as English, they
vocabulary and some grammar, these are so limited that are so difficult to follow that communication breaks down.
real communication is rarely possible.
0 0
No useful knowledge of grammar or vocabulary at the Pronunciation is not recognized as English discourse.
required level.
19
Contact us
• Visit www.pearsonpte.com/pte-young-learners
• Email us at [email protected]
• Telephone us on +44 (0)845 543 0243
• Fax us on +44 (0)20 7010 6611
• Write to us at the Language Testing division of Pearson, 80 Strand, London WC2R 0RL,
UK
Appendix A: Language Content
In addition to the language included at Firstwords, the following list represents the types of
language content that are typically assessed at this level including areas of language use, main
structures, topics and vocabulary. Structures and vocabulary given in italics are for guidance only
and are not intended to be a complete list.
Main structures
• The present continuous – interrogative and negative
Is Ben wearing a red T-shirt?
Annie isn’t eating a cheeseburger.
• Like + …ing
Ben doesn’t like getting up early.
Sophie loves school.
• The simple present tense for habits – affirmative, negative and interrogative
Lions eat meat.
The baby doesn’t eat hamburgers.
Does Mrs Brown start work at 8.00?
• Adverbs of frequency
sometimes, always, never, often
• Other question words
How often? What kind? What time? How much?
• Verb + infinitive
want to, help to, plan to, decide to
• Simple ordinals
first, second, third
• Conjunctions
when, before, after + then (adverb)
• Prepositions
opposite, between, in front of
1
Topics
• Clothes
• Food
• Description of Animals
• Homes
Vocabulary
• Days of the week
Monday, Tuesday, Wednesday
• Months of the year
March, April, May
• Seasons and weather
winter, spring, rain, sunshine
• Clothes and accessories
coat, jacket, trainers, sweatshirt, T-shirt, scarf etc.
• Words associated with clothes
button, zip, laces
• Food and drink
eggs, meat, bread, apple, cabbage, rice, water, juice etc.
• Fast food
hamburgers, milkshake, chips, etc.
• Continents
Europe, Asia, etc.
• Animals
camel, crocodile, giraffe, hippo, rhino, etc.
• Basic words to describe the appearance of animals
stripes, spots, feathers, wings, shell
• Rooms in a house or flat
bedroom, bathroom, kitchen, living room
• Parts of a house or flat
door, window, floor, wall, etc.
• Furniture and household objects
bed, table, lamp, carpet, telephone, washing machine
• Sports children play and/or watch
football, tennis, gymnastics
2
Appendix B: Vocabulary List
The following tables include the vocabulary typically tested at Springboard Level 2.
A B C D E F G
3
H I J K L M N O P Q
4
R S T U V W Y Z
rabbit sad stair table triangle ugly vegetable wait year zoo
radio salad stamp table tennis trip umbrella very walk yellow
railway salt stand tail trousers uncle video wall yes
rain same start take true under village want yesterday
rainbow sand station talk try understand visit warm you
rather sandwich stay tall T-shirt untidy visitor wash young
read sauce stick task tummy up volleyball watch your
ready sausage still taste turn us water yours
real say stomach taxi twice use wavy
really scared stone tea twin usual way
red scarf stop teach usually we
remember school storm teacher weak
repeat scientist story team wear
restaurant sea straight teddy wedding
rhino seal strawberry teenage week
rhinoceros see street telephone welcome
rice sell striped television well
rich sentence strong tell wet
ride shark study temperature whale
right she subject tennis what
river sheep suddenly terrible wheel
road shirt summer test when
robot shoe sun than where
rocket shop sunglasses thank which
room short sunny that white
round shorts supper the who
rubbish shoulder sure theatre whose
ruler shout surprise their why
run show sweater theirs wife
shower sweatshirt them wild
shut sweet then will
side swim there wind
sign swimmer these window
silly swimming they windy
sing swing thick wing
sister thief winter
sit thin with
skirt thing without
sleep think wolf
slight thirsty woman
slipper this word
slowly those work
small through world
smell throw wow
smile thumb wrist
snack tick write
snake ticket wrong
snow tidy
so tiger
soap time
soccer tin
sock tired
sofa to
some toast
somebody today
someone toe
something together
sometimes tomato
somewhere tomorrow
son tonight
song too
soon tooth
sorry toothpaste
sound top
space torch
speak tortoise
spell total
spend touch
spider towel
spoon town
sport toy
spotted train
spring trainers
square travel
stadium tree