Cambridge English: Young Learners

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Cambridge English: Young Learners , also known as Young Learners English Tests (YLE), is a series of English exams specially designed for children in elementary and lower secondary schools. This test is provided by the Cambridge English Language Assessment (formerly known as the Cambridge University ESOL Exam).

The package includes three qualifications, each targeted at a different level than the European Common Terms of Reference for Languages ​​(CEFR). Cambridge English: Starters (YLE Starters) is targeted at Pre-A1 Level, Cambridge English: Movers (YLE Movers) at CEFR Level A1, and Cambridge English: Flyers (YLE Flyers) at CEFR Level A2.

Cambridge English: Young Learners leads to other Cambridge English exams designed for school-age students, including Cambridge English: Key (KET) for Schools at CEFR Level A2, Cambridge English: Preliminary (PET) for Schools at CEFR Level B1, Cambridge English: First (FCE) for Schools at CEFR Level B2 and Cambridge English: Advanced (CAE) at CEFR Level C1. Cambridge English: Flyers are roughly equivalent to Cambridge English: Key for Schools in difficulty, but the words and context included in Cambridge English: Flyers are suitable for younger children.

Video Cambridge English: Young Learners

Histori

Cambridge English: Young Learners was first introduced in 1997, after extensive test development and trials during the early 1990s. There was a direct interest in the test, and in 2001 worldwide nominations had reached nearly 200,000, with a large number of candidates in countries such as China, Spain, Argentina and Italy.

Improved teaching of English to young learners (around 7 to 12 years of age) has led to increased demand for assessment. A key question for the Cambridge English Language Assessment is whether it is possible to make an accurate, fair and positive international English test for children with a positive impact on future language learning.

Development work began in 1993. The planning phase involved extensive research and consultation, as relatively little research has been done in the second language learning assessment in children. The study focused on three related areas: the socio-psychological and cognitive development of children; teaching and learning a second language; and second language assessment. It helps inform choice and treatment of topics and test tasks. For example, tasks involving scans are rejected because children only show search and stop strategies from around age 11. Research also recognizes that children are motivated by and do their best on tasks that are directly related to their experience in teaching and learn; various textbooks and resource books are reviewed to identify key content areas (topics, vocabulary, etc.)

Draft specifications and sample materials were developed, covering all four skills - speaking, listening, reading and writing - with a greater focus on oral skills because of the emphasis on oral language over written language among children. The task is designed to be short and 'active' or like a game, e.g. coloring activities, and aims to test the use of language in the relevant context in an effort to close the gap between the learning experience and testing of children.

The test was piloted in 1995-1996 with more than 3,000 children in Europe, South America and Southeast Asia. Test feedback is used to make the test live. The trials also identify practical problems. For example, schools need to include children when children are ready, which can be at any time of the year. Instead of a fixed exam schedule, a flexible system is adopted so that tests can be taken in a child-friendly environment and managed to fit regional/local conditions (eg period of school period).

In 2003, 10 years after the initial development work, the test was reviewed. This involves further consultation with test centers, teachers and examiners. Consultation shows a high degree of satisfaction with the test in general, but identifies some tasks where changes may be made to improve the test. These new tasks are piloted in centers around the world (Argentina, China, Japan, Libya, Portugal, Spain, Thailand and the UK). A total of 4,000 trials have been taken. After the analysis of results, the Young Learners test was revised and aired in January 2007. Teacher feedback showed: "the appreciation of the clearer focus of tests for each task and new words in the vocabulary list.In addition, new types of tasks have led to guidelines which is more clear for markers and this increases marker standardization ".

Twenty years since the initial development work, the tests have been updated again. Starting January 2014, paper-based tests feature new graphics designed to motivate and engage young learners. In addition, computer-based tests are being launched on a country-by-country basis.

Maps Cambridge English: Young Learners

Format

All three exams in the suite are designed to test four core language skills (reading, writing, speaking, and listening).

Each exam has three papers: a Listening paper, a Paper Read and Write, and a Speaking paper. Each paper is worth one-third of the total value.

The results are reported using a shield as an indication of how well the candidate has performed in each skill. A maximum of five shields are available per paper and a maximum of 15 shields are available in total.

Exams are available in pen and paper format. Starting January 2014 there is a paper-based test update with new graphics designed to motivate young learners.

Cambridge English Language Assessment has also launched computer-based tests in several countries. This provides participants with wider availability of test dates and faster results. Both exam formats have the same type of task, topic, number of questions, timings, and values. And both formats lead to the same certificate. Where different computer-based tests are talking papers - in computer-based Talking tests, children respond to audio and visual requests, rather than to testers. The kids answered some warm questions to get them accustomed to interacting with the animated characters. Cambridge Cambridge English: Start

Cambridge English:

Paper 1. Listening (20 minutes)

The Listening script has four sections and 20 questions in total. Each section starts with one or two examples. Children will hear every recording twice.

Part 1 has a large image and a picture of seven small objects. Children listen to five short conversations between a man and a woman. Children listen to the information in the conversation and draw a line from each object to where it should be in the big picture. Part 1 tests listen to words and prepositions.

Part 2 has a series of questions and brief conversations between a child and an adult. Children listen to information in a conversation to answer each question. The answer is a name or a number. Part 2 tests listening numbers and spelling.

Part 3 has five short conversations between different people's pairs. There are questions and three pictures for each conversation. Children listen to each conversation and choose the right image (A, B or C). Part 3 of the listening test for specific information.

Section 4 has a big picture with seven instances of the same object (eg seven balls, seven books). Children listen to conversations between adults and children and color each object using the colors mentioned in the conversation. Part 4 tests listen to words, colors and prepositions.

Papers 2. Reading and Writing (20 minutes)

The Reading and Writing paper has five sections and 25 questions in total. Each section starts with one or two examples. Children should spell their answers correctly in all parts of the test.

Part 1 has five image objects. There are sentences under each image, e.g. 'This is a ball.' If the sentence is correct, the children should check beside the picture. If the sentence is wrong, the children must place a cross next to the picture. Part 1 test reads short sentences and recognizes words.

Part 2 has a big picture and a few sentences about the picture. If the sentence is true, children should write 'yes'. If the sentence is wrong, children should write 'no'. Part 2 test reads short sentences and writes one-word answers.

Section 3 has five object images. Children must find the right word for the object. After each image there are several dashes (- - - -) that show how many letters are in the word. There are also some jumbled letters (eg B O K O). Children should put mixed letters in the correct order to create words (eg BOOKS). Section 3 tests spell simple words.

Section 4 has text with some missing words (gaps). Below the text there is a box containing some pictures and some words. Children should choose the right word from the box and copy it to the right slot. Part 4 test reads text and writes missing words (nouns).

Section 5 has three pictures, which tell a story. Each image has one or two questions. Children answer each question based on what they can see in the picture. They only need to write one word for each answer. Section 5 tests reads the question and writes a single word answer.

Paper 3. Speaks (3 to 5 minutes)

Speaking Tests have five sections. In computer-based tests, learners respond to audio and visual requests, and will answer some warm questions to get them accustomed to interacting with animated characters. In a paper-based test, the learner takes the test with a tester. (Someone they know will introduce them to testers and explain what will happen in their own language.)

In Part 1, testers greet the child, ask their names for them and ask them to show things in the big picture. Part 1 tests understanding and follows verbal instructions.

In Section 2 the examiner shows a child's small image of some object. Examiner names three objects and asks the child to point to them. The examiner then asks the child to put each object card somewhere on the big picture used in Part 1 (eg 'Put the ball under a tree'). Part 2 tests understanding and follows verbal instructions.

In Section 3, testers ask the children some questions about the big picture used in Section 1 (eg 'What's this?' 'What color...?'). Section 3 tests understanding and answers the spoken questions.

In Part 4, the examiner asks the child some questions about the small pictures of the objects used in Part 2 (eg 'What's this?'). Section 4 tests the understanding and answers the spoken questions.

In Section 5, examiners ask the child some questions about themselves (eg age, family, friends). Section 5 tests understanding and responds to personal questions.

Cambridge English: Movers

Paper 1. Listening (25 minutes)

The Listening script has five sections and 25 questions in total. Each section starts with one or two examples. Children will hear every recording twice.

Part 1 has a big picture. The picture shows people doing different things. Above and below the picture there are several names. Children listen carefully to the conversation between adults and children. They draw a line from each name to the right person in the big picture. Part 1 tests listen to names and descriptions.

Part 2 has a short conversation between two people. There is a form or a notebook page with some missing words (gaps). Children listen to the information in the recording and fill in every gap. The answer may be a word or a number. Part 2 tests listen to names, spelling and other information.

Part 3 has conversations between adults and children. In conversation, the child talks about what they do on different days of the week. Children listen to the information in the recording and draw a line from the day of the week to a picture showing what the child did that day. Section 3 tests listen to specific information (past tense).

Section 4 has five short conversations. There are questions and three pictures for each conversation. Children listen to each conversation and choose the right image (A, B or C). Part 3 of the listening test for specific information.

Section 5 has a big picture showing different objects. Children listen to the conversation between adults and children. Adults ask the child to color a different object in the picture and write a simple word or draw an object. Children should follow the instructions given in the recording. Part 5 tests listen to words, colors and specific information.

Papers 2. Reading and Writing (30 minutes)

The Reading and Writing paper has six sections and 40 questions in total. Each section starts with one or two examples. Children should spell their answers correctly in all parts of the test.

Part 1 has eight images of objects, with the English word underneath. On the right side there are six definitions. Children choose which images match each definition and copy the exact words under the definition. Part 1 test reads short sentences, matches words and copies words.

Part 2 has a big picture and six sentences about the picture. If the sentence is true, children should write 'yes'. If the sentence is wrong, children should write 'no'. Part 2 examines reading sentences and writing one-word answers.

Part 3 has a short conversation between two people. Everything the first speaker said was printed on the question paper, with a gap for the second speaker's answer. The children decide what the second speaker says, choosing from three options (A, B or C). Section 3 tests reading the conversation and choosing the correct answer.

Section 4 has text with some missing words (gaps). Next to the text there are some pictures and small words. The children decide which words go in every gap and copy the word in the gap. In the last question, children choose the best title for the text from a choice of three possible titles. Part 4 test reads for specific information and digest and copying words.

Section 5 has three pictures that tell a story. After each picture/part of the story, the children finish the sentence of the story using one, two or three words. Part 5 test reads the story and finishes the sentence.

Section 6 has text with some missing words (gaps). For each gap there is a choice of three possible answers. The children decide which answer is correct and copy the word into the pause. Section 6 tests reading and understanding factual text, simple grammar, and copying words.

Paper 3. Speaks (5 to 7 minutes)

Speaking Tests have four sections. In computer-based tests, participants respond to audio and visual input, and will answer some warm-up questions to get them accustomed to interacting with animated characters. In a paper-based test, the learner takes the test with a tester. (Someone they know will introduce them to testers and explain what will happen in their own language.)

In Part 1, testers greet the child and ask their name to them. Then they see two pictures, which are similar but have some differences. The examiner asks the child to describe four differences in the picture. Part 1 test that explains differences, talks about color, size, amount, position, how people or objects look, what people do, etc.

In Part 2, the examiner shows four pictures telling a story, and tells the child about the first picture. The child should continue the story and describe the other three pictures. Part 2 tests the initial understanding of a story, continues the story and describes the picture.

In Section 3 testers show four sets of four images. In each set one image is different from the other three. The child should say which image is different and explain the reason. Section 3 tests explain why.

In Section 4, examiners ask the child some questions about themselves (eg school, weekend, friends, hobbies). Section 4 tests understanding and responding to personal questions.

Cambridge English: Flyer

Paper 1. Listening (25 minutes)

The Listening script has five sections and 25 questions in total. Each section starts with one or two examples. Children will hear every recording twice.

Part 1 has a big picture. The picture shows people doing different things. Above and below the picture there are several names. Children listen carefully to the conversation between adults and children. They draw a line from each name to the right person in the big picture. Part 1 tests listen to names and descriptions.

Part 2 has a short conversation between two people. There is a form or a notebook page with some missing words (gaps). Children listen to the information in the recording and fill in every gap. The answer may be a word or a number. Part 2 tests listen to names, spelling and other information.

Section 3 has two sets of images. On the left is a picture of some people and their names (or place names/objects). On the right is an image with a letter, but no word. The children listen to the conversation between two people and match each picture on the right with one of the pictures on the left. Part 3 tests listen to words, names and detailed information.

Section 4 has five short conversations. There are questions and three pictures for each conversation. Children listen to each conversation and choose the right image (A, B or C). Part 3 of the listening test for specific information.

Section 5 has a big picture showing different objects. Children listen to the conversation between adults and children. The children then color the objects in the image using the colors they hear in the conversation. Children also have to draw and color a simple object somewhere in the big picture. Part 5 tests listen to words, colors and specific information.

Papers 2. Reading and Writing (40 minutes)

The Reading and Writing paper has seven sections and 50 questions in total. Each section starts with one or two examples. Children should spell their answers correctly in all parts of the test.

Part 1 has 15 words and 10 definitions. Children write the right words next to each definition. Part 1 test reads short sentences, matches words and copies words.

Part 2 has a big picture and seven sentences about the picture. If the sentence is true, children should write 'yes'. If the sentence is wrong, children should write 'no'. Part 2 examines reading sentences and writing one-word answers.

Part 3 has a short conversation between two people. Everything the first speaker said was printed on the question paper, with a gap for the second speaker's answer. The children decide what the second speaker says, choosing from the list of options (A to H). Section 3 tests reading the conversation and choosing the correct answer.

Section 4 has text with some missing words (gaps). Missing words may be nouns, adjectives or verbs. Next to the text there is a box with the words in it. The children decide which words go in every gap and copy the word in the gap. In the last question, children choose the best title for the text from a choice of three possible titles. Part 4 test reads for specific information and digest and copying words.

Part 5 has a full story and seven sentences about the story. Each of the seven sentences has a gap. Children finish sentences about a story using one, two, three or four words. Part 5 test reads the story and finishes the sentence.

Section 6 has text with some missing words (gaps). For each gap there is a choice of three possible answers. The children decide which answer is correct and copy the word into the pause. Section 6 tests reading and understanding factual text, simple grammar, and copying words.

Section 7 has text from letters or diaries. There are five loopholes in the text. Children should write the missing word in each slot. There is no word list to choose from. Section 7 tests reading and understanding of short texts and provides the right words.

Papers 3. Speaking (7 to 9 minutes)

Speaking Tests have four sections. In computer-based tests, learners respond to audio and visual requests, and will answer some warm questions to get them accustomed to interacting with animated characters. In a paper-based test, the learner takes the test with a tester. (Someone they know will introduce them to testers and explain what will happen in their own language.)

In Part 1, testers greet the child and ask their name to them. The examiner gives the child a picture. The checker saves another image, which is similar but has some differences. The examiner reads a few sentences about the pictures they have and the child should look at their pictures and say how the pictures are different. Part 1 examines the understanding of differences, talks about color, size, number, position, how people or things look, what people do, etc.

In Part 2, the child and the testers each have two similar images (eg two different classrooms). The examiner has information about one of the images. The boy has information about other photos. The examiner asks a child about a picture. Then the child asks a similar question about another picture. Section 2 tests answer questions with short answers and ask questions to get information.

In Section 3 testers show five pictures that tell a story, and tell the child about the first picture. The child should continue the story and describe the other four images. Section 3 tests the initial understanding of a story, continues the story and describes the picture.

In Section 4, testers ask the child some questions about themselves (eg school, family, birthday, hobby or holiday). Section 4 tests understanding and responding to personal questions.

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Scoring

All candidates receive certificates. No pass or fail.

The results are reported using a shield as an indication of how well the candidate has been performed on each paper (Reading and Writing papers, Listening papers, and Speaking papers). The certificate shows how many shields the candidate has received for each paper, with a maximum of five shields available for each paper and 15 shields available in total. The result of one shield (out of five) for the exam paper means that a child can improve many of those skills. The result of five shields (out of five) for exam papers means that a child does very well in that skill and answers most of the questions correctly.

Children who achieve a total of 10 or 11 shields or above are ready to begin preparing for the next exam level.

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Time and results

Candidates take all their exam papers within a period of five days, with paper Listening is always taken before reading and writing papers.

Different test centers offer different dates to take the test. Candidates contact their local center to find out their test date.

All candidates receive certificates. Candidates receive their certificates three to four weeks after the test or before.

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Usage

Cambridge English: The Young Learners exam is used to celebrate the achievements of children, build their confidence and show parents the progress they make. Millions of children have taken the test and the tests are recognized as one of the most authoritative international test systems for young English learners.

The skills covered in the tests aim to support children accessing books in English, songs, television, movies, the Internet and other media, using English as a common international language, and preparing for further studies.

The tests can be used to prepare and motivate children for future English learning. Children who have taken Cambridge English: Flyers can begin to lead tests such as Cambridge English: Key (KET) for Schools, Cambridge English: Preliminary (PET) for Schools, Cambridge English: First (FCE) for Schools and Cambridge English: Advanced (CAE), which leads to internationally recognized certificates, is accepted for study and work.

Cambridge English: Young Learners demonstrate language skills at various levels of the European Common Terms of Reference for Languages ​​(CEFR). Cambridge English: Beginners focused on pre-A1, Cambridge English: Movers focused on Level A1 and Cambridge English: Flyers are focused on Level A2.

Cambridge Cambridge: Beginning

Cambridge English: Starters shows that candidates at this level have the ability to:

• Understand and use simple communication expressions. For example. they can:
  • Respond to private questions about topics like their age, family, and home
  • Understand simple communication expressions like: 'Hello', 'How are you?', 'Thank you'
  • Respond to simple communication expressions with expressions like: 'Yes, please', 'Sorry', 'I do not understand'
  • Understand simple phrases about things around them like: 'This is a seat', 'I like my school', 'That's my pen'.
• Understand basic instructions. For example. they can:
  • Follow simple class instructions like: 'Open your book', 'Read question', 'Listen to me'
  • Understand simple written instructions like how they should do the exercises in their textbook
  • Listen and repeat words and phrases after matching the level after their teacher.
• Read and write simple words and phrases. For example. they can:
  • Recognize and write the letters of the English alphabet
  • Spell their name and simple words
  • Read short and simple words and names of things like animals, toys, clothing
  • Write a simple sentence about themselves and their family
  • Identify and copy short words, phrases, and sentences from text, books, or boards in the class.

Cambridge English: Drivers

Cambridge English: Drivers show that candidates at this level have the ability to:

• Take part in basic factual conversations on familiar topics. For example. they can:
  • Ask questions and use fixed expressions like: 'How/What?', 'What's the problem?', 'I'm smart'
  • Ask questions about school activities like class assignments, homework and holidays
  • Agree or disagree with someone using phrases like: 'I think so', 'You're right'
  • Understanding when someone is talking about their family and friends in simple sentences
  • Ask someone about how they are and what they like to do, and answer similar questions.
• Understand basic notifications, instructions and information, and complete the basic form. For example. they can:
  • Understand the instructions given by the teacher in the class like: 'Take off your coat', 'You must do this'
  • Understand simple sentences if they read them slowly and several times
  • Write a simple phrase, using the words given to them
  • Understand simple signs and notifications.
• Read and write simple text and notes, including information about time, date, and place. For example. they can:
  • Write about what they love to do in their spare time, using the words given to them
  • Understand simple stories and short texts with the help of images
  • Continue the story or text that has started or add the missing words.

Cambridge English: Flyer

Cambridge English: Flyers shows that candidates at this level have the ability to:

• Communicate in familiar situations and interact with English speakers who speak slowly and clearly. For example. they can:
  • Introduce yourself and answer basic questions about themselves
  • Create and respond to invitations, suggestions, apologies, and requests, like organizing with friends to do something/play together
  • Talk briefly about things they've done, like their favorite holidays
  • Talk about problems in simple terms
  • Say that they do not understand something/can not do something and ask for help using expressions like: 'Can you say it again, please?'
• Understand simple written English, short notice, and spoken instructions. For example. they can:
  • Understand the audio and video clips used in the English lesson
  • Understand longer text on everyday topics, even if they do not know all the words, and can use dictionaries to help them understand words they do not know.
• Write short and simple notes using basic phrases and expressions. For example. they can:
  • Write a short message on a postcard or email
  • Write about their feelings, and give them a reason why, in simple sentences
  • Create stories in English using the ideas, images or words the teacher gave them
  • Write a short dialog like in a speech bubble, a picture story or a comic.

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Get started

The full list of test centers can be found on the Cambridge English Language Assessment website. Free test preparation materials, such as sample tests, are available from the official website.

Free learning materials, including games and apps, are also available from the official website along with information about the Cambridge English Penfriends initiative, which connects schools around the world so that children can practice English with 'friends'.

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Cambridge English Placement Test for Young Students

Placement tests help teachers to understand the learner's English level and ensure that they are working at the right level. Teachers can use the results to decide which language class and exam are most appropriate, and select the appropriate teaching and learning materials.

The placement test uses the same type of task as Cambridge English: Young Learners and includes listening, reading and writing skills. Adaptive computer placement test. This becomes increasingly easier or more difficult based on student responses, assessing the full spectrum of language skills from the pre-A1 level CEFR to Level A2. The tests are accessed online and can be retrieved at any time. Most participants take between 30 and 40 minutes to complete the test, and the results are available instantaneously.

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See also

• Cambridge English Language Assessment
• Cambridge English: Key (KET) for School
• Cambridge English: Preliminary (PET) for Schools
• Cambridge English: First (FCE) for School
• Cambridge English: Advanced (CAE)

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External links

• Official Site

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References

Source of the article : Wikipedia