Spec Detail

p1 Paper 1 - Reading and Writing (Core)

Duration 90 min · Marks 60 · Weighting 35.00 · Structure flexible_language_reading_writing_core · Question count flexible_total_marks · Assembly —

Patterns: 6

p2 Paper 2 - Reading and Writing (Extended)

Duration 120 min · Marks 80 · Weighting 35.00 · Structure flexible_language_reading_writing_extended · Question count flexible_total_marks · Assembly —

Patterns: 6

p3 Paper 3 - Listening (Core)

Duration 40 min · Marks 30 · Weighting 15.00 · Structure flexible_language_listening_core · Question count flexible_total_marks · Assembly —

Patterns: 4

p4 Paper 4 - Listening (Extended)

Duration 50 min · Marks 40 · Weighting 15.00 · Structure flexible_language_listening_extended · Question count flexible_total_marks · Assembly —

Patterns: 4

p5 Component 5 - Speaking

Duration 15 min · Marks 30 · Weighting 20.00 · Structure flexible_language_speaking_count_in · Question count flexible_total_marks · Assembly —

Patterns: 4

1 Reading

• 1.1 Skimming and scanning 3 outcomes
  • 1.1.1 Identify the general purpose of a text by skimming headings, openings and layout features. p1, p2
  • 1.1.2 Locate specific details quickly by scanning names, dates, figures and key words. p1, p2
  • 1.1.3 Select relevant information from continuous and non-continuous texts for a stated task. p1, p2
• 1.2 Identifying explicit information 3 outcomes
  • 1.2.1 Identify explicitly stated facts, ideas and details in a range of practical texts. p1, p2
  • 1.2.2 Retrieve supporting details accurately from notices, articles, emails and webpages. p1, p2
  • 1.2.3 Distinguish key information from examples or repeated detail. p1, p2
• 1.3 Understanding implicit meaning and inference 3 outcomes
  • 1.3.1 Infer meaning when information is implied but not directly stated. p1, p2
  • 1.3.2 Explain how details in a text support an inference about events or feelings. p1, p2
  • 1.3.3 Recognise connections between ideas, opinions and attitudes across a text. p1, p2
• 1.4 Identifying opinions, attitudes and writer’s purpose 3 outcomes
  • 1.4.1 Identify a writer’s opinion, attitude and intended effect on the reader. p1, p2
  • 1.4.2 Compare viewpoints expressed by different writers or contributors. p1, p2
  • 1.4.3 Recognise language choices that signal certainty, doubt, approval or criticism. p1, p2
• 1.5 Selecting, organising and transferring information 3 outcomes
  • 1.5.1 Select details for a specific purpose and transfer them into notes, tables or forms. p1, p2
  • 1.5.2 Organise information from a text under appropriate headings. p1, p2
  • 1.5.3 Avoid irrelevant detail when completing information-transfer tasks. p1, p2
• 1.6 Understanding vocabulary in context 3 outcomes
  • 1.6.1 Deduce the meaning of unfamiliar words and phrases from context. p1, p2
  • 1.6.2 Identify synonyms, paraphrases and reference words that link ideas. p1, p2
  • 1.6.3 Explain how vocabulary choices affect meaning in practical communication. p1, p2
• 1.7 Summary and note-making skills 3 outcomes
  • 1.7.1 Summarise relevant points from a text concisely and accurately. p1, p2
  • 1.7.2 Use own words where appropriate while preserving the original meaning. p1, p2
  • 1.7.3 Group related points logically for note-making or summary tasks. p1, p2

2 Writing

• 2.1 Communicating information and ideas 3 outcomes
  • 2.1.1 Communicate information, ideas and opinions clearly for a specified task. p1, p2
  • 2.1.2 Develop relevant supporting detail using examples and explanation. p1, p2
  • 2.1.3 Maintain focus on the task without adding unnecessary material. p1, p2
• 2.2 Organisation, paragraphing and cohesion 3 outcomes
  • 2.2.1 Organise ideas into coherent paragraphs with clear progression. p1, p2
  • 2.2.2 Use linking devices accurately to connect ideas within and between paragraphs. p1, p2
  • 2.2.3 Sequence information logically for narrative, descriptive or discursive purposes. p1, p2
• 2.3 Register, audience and purpose 3 outcomes
  • 2.3.1 Adapt register and style for the intended audience and purpose. p1, p2
  • 2.3.2 Choose appropriate conventions for emails, articles, reports, reviews and speeches. p1, p2
  • 2.3.3 Sustain a suitable tone throughout a short or extended response. p1, p2
• 2.4 Accuracy of grammar, punctuation and spelling 3 outcomes
  • 2.4.1 Use grammatical structures accurately to communicate meaning. p1, p2
  • 2.4.2 Apply punctuation and spelling accurately enough for clear communication. p1, p2
  • 2.4.3 Edit sentence boundaries, agreement and tense consistency in written work. p1, p2
• 2.5 Range and control of vocabulary 3 outcomes
  • 2.5.1 Use a range of vocabulary appropriate to topic, audience and purpose. p1, p2
  • 2.5.2 Select precise words and phrases to express ideas and opinions. p1, p2
  • 2.5.3 Avoid repetition by using appropriate synonyms and reference devices. p1, p2
• 2.6 Short functional writing 3 outcomes
  • 2.6.1 Write concise functional texts that address all bullet points. p1, p2
  • 2.6.2 Include essential factual information in notes, messages, emails or forms. p1, p2
  • 2.6.3 Use polite and purposeful language for everyday communication tasks. p1, p2
• 2.7 Extended writing 3 outcomes
  • 2.7.1 Write extended responses that develop ideas for a clear communicative purpose. p1, p2
  • 2.7.2 Balance factual information, opinion and explanation in longer texts. p1, p2
  • 2.7.3 Conclude extended writing effectively in relation to the task. p1, p2

3 Listening

• 3.1 Identifying explicit information from speech 3 outcomes
  • 3.1.1 Identify specific factual information in talks, conversations and announcements. p3, p4
  • 3.1.2 Recognise key words, numbers and details in spoken texts. p3, p4
  • 3.1.3 Select correct information from audio for short-answer tasks. p3, p4
• 3.2 Understanding gist and detail 3 outcomes
  • 3.2.1 Identify the main idea or gist of a spoken text. p3, p4
  • 3.2.2 Distinguish main points from supporting details in speech. p3, p4
  • 3.2.3 Follow changes of topic or speaker focus in audio material. p3, p4
• 3.3 Following opinions, attitudes and speaker purpose 3 outcomes
  • 3.3.1 Identify speakers’ opinions, attitudes and purposes. p3, p4
  • 3.3.2 Recognise tone, emphasis and context clues in spoken communication. p3, p4
  • 3.3.3 Compare the attitudes of different speakers in a dialogue. p3, p4
• 3.4 Selecting and transferring information from audio 3 outcomes
  • 3.4.1 Transfer relevant details from audio into notes, tables or forms. p3, p4
  • 3.4.2 Select information for a specific listening purpose. p3, p4
  • 3.4.3 Record details accurately using appropriate spelling for key words. p3, p4
• 3.5 Understanding spoken vocabulary in context 3 outcomes
  • 3.5.1 Deduce meanings of words and phrases from spoken context. p3, p4
  • 3.5.2 Recognise paraphrase between questions and audio material. p3, p4
  • 3.5.3 Use surrounding information to resolve ambiguity in speech. p3, p4
• 3.6 Following extended speech and dialogue 3 outcomes
  • 3.6.1 Follow the development of ideas in extended speech. p3, p4
  • 3.6.2 Track speaker turns and references in dialogue. p3, p4
  • 3.6.3 Sequence events or arguments heard in longer audio extracts. p3, p4

4 Speaking

• 4.1 Communicating clearly and fluently 3 outcomes
  • 4.1.1 Communicate ideas, facts and opinions clearly in spoken English. p5
  • 4.1.2 Maintain fluency with appropriate pacing and minimal hesitation. p5
  • 4.1.3 Use strategies to repair communication when meaning is unclear. p5
• 4.2 Responding to questions and prompts 3 outcomes
  • 4.2.1 Respond directly and relevantly to examiner questions and prompts. p5
  • 4.2.2 Extend short answers with reasons, examples or explanation. p5
  • 4.2.3 Ask for clarification appropriately when needed. p5
• 4.3 Developing ideas and opinions 3 outcomes
  • 4.3.1 Develop ideas and opinions in relation to a topic card or discussion. p5
  • 4.3.2 Support spoken opinions with examples and reasons. p5
  • 4.3.3 Organise spoken responses so ideas are easy to follow. p5
• 4.4 Pronunciation, intonation and intelligibility 3 outcomes
  • 4.4.1 Use pronunciation that is intelligible to the listener. p5
  • 4.4.2 Use intonation and stress to support meaning. p5
  • 4.4.3 Maintain clarity when using familiar and less familiar vocabulary. p5
• 4.5 Range and accuracy of spoken language 3 outcomes
  • 4.5.1 Use a range of vocabulary and grammatical structures in speech. p5
  • 4.5.2 Control tense, agreement and word order sufficiently for clear meaning. p5
  • 4.5.3 Choose language appropriate to topic, audience and purpose. p5
• 4.6 Interaction and discussion 3 outcomes
  • 4.6.1 Maintain communication during a discussion by responding and developing points. p5
  • 4.6.2 Take turns appropriately in spoken interaction. p5
  • 4.6.3 Build on prompts and previous answers to sustain conversation. p5

5 Language use and communication strategies

• 5.1 Grammar control 3 outcomes
  • 5.1.1 Apply accurate tense forms in written and spoken communication. p1, p2, p5
  • 5.1.2 Use sentence structures that support clear meaning. p1, p2, p5
  • 5.1.3 Edit common grammar errors that affect communication. p1, p2, p5
• 5.2 Vocabulary development 3 outcomes
  • 5.2.1 Recognise and use topic vocabulary in practical contexts. p1, p2, p3, p4, p5
  • 5.2.2 Select vocabulary appropriate to audience, purpose and modality. p1, p2, p3, p4, p5
  • 5.2.3 Use context to understand and produce precise meanings. p1, p2, p3, p4, p5
• 5.3 Cohesive devices and discourse markers 3 outcomes
  • 5.3.1 Use cohesive devices to link ideas in written responses. p1, p2, p3, p4, p5
  • 5.3.2 Recognise discourse markers that signal contrast, cause, sequence or example. p1, p2, p3, p4, p5
  • 5.3.3 Use spoken discourse markers naturally to maintain communication. p1, p2, p3, p4, p5
• 5.4 Functional language 3 outcomes
  • 5.4.1 Use functional language to request, suggest, advise, explain and persuade. p1, p2, p5
  • 5.4.2 Choose polite forms suitable for formal and informal contexts. p1, p2, p5
  • 5.4.3 Adapt communicative phrases to written and spoken tasks. p1, p2, p5
• 5.5 Editing and error awareness 3 outcomes
  • 5.5.1 Identify and correct errors in grammar, vocabulary, spelling and punctuation. p1, p2
  • 5.5.2 Improve clarity by revising word choice and sentence structure. p1, p2
  • 5.5.3 Check that responses meet task, audience and purpose requirements. p1, p2
• 5.6 Exam task strategy 3 outcomes
  • 5.6.1 Select an appropriate strategy for reading, writing, listening or speaking tasks. p1, p2, p3, p4, p5
  • 5.6.2 Manage time and mark allocation in flexible total-mark tasks. p1, p2, p3, p4, p5
  • 5.6.3 Use task instructions to decide response length, style and level of detail. p1, p2, p3, p4, p5