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Develo Developed ped by RedNo RedNova va Consul Consultan tants ts
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Ther There e are are three three diff differ eren entt lev levels: els: –
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DTES 1, DTES 2, DTES 3
Benchmarked against against national and international frameworks: –
Certi Certifi fica caci ción ón Naci Nacion onal al de Nive Nivell de Idio Idioma ma (CEN (CENNI NI))
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Common European Framework of Reference Reference (CEFR)
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Canadian Language Benchmark (CLB)
Objective: –
Assessment Assessment of candidat candidates es’ linguisti linguisticc competen competence. ce.
CENNI •
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La Secretaría de Educación Pública ha desarrollado un proyecto que busca establecer en México un marco nacional de referencia para la evaluación y certificación de idiomas, orientado a elevar la calidad educativa en la materia, especialmente en el caso de la enseñanza del idioma inglés como lengua extranjera. Derivado del proyecto, se crea la Certificación Nacional de Nivel de Idioma (CENNI), documento que permite referenciar de manera confiable y objetiva el nivel de conocimiento de un idioma determinado, tanto en lo general, como en lo posible, de manera específica en diversas habilidades lingüísticas.
CENNI 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
CEFR A1A1 A1+ A2A2 A2+ B1B1 B1+ B2B2 B2+ C1C1 C1+ C2C2 C2+
DTES levels DTES
CEFR
CENNI
CLB
DTES 1
Pre A1 – B1
1-9
0-5
DTES 2
A2 – low B2
6 – 11
3-6
DTES 3
B1 – low C1
9 – 14
5-8
DTES – General Information They focus on specific authentic tasks, considering world experience of the target candidature in an appropriate context. The exam design takes into consideration both the Mexican ELT context and the specific needs of students and institutions. No special preparation course for the exam is required. The exams are handled with the highest confidentiality and are validated by experts in language testing. Results are reported to individual candidates and/or institutions with a detailed description of assessed skills. Results are delivered to educational institutions three to four weeks after sitting the exam.
Listening Module Listening skills: • Listening for specific information • Listening for main ideas and supporting points • Understanding speakers’ opinion
Input for listening tasks • Dialogues of a social or transactional nature • Short talks or interviews on general topics
Listening Module Task Type 1
Forms / Notes
Task Type 2
Multiple Choice
Task Type 3
Short-answer Questions
Task Type 4
Sentence Completion
Task Type 5
Labelling
Task Type 6
Classification
Task Type 7
Matching
Listening Module – DOs Listen carefully to the introduction to each section. This will give you useful information about the situation and the speakers. Use the time at the beginning of each section to look through the questions and think about the topic. Read the instructions for each task carefully. Note down answers as you listen – remember you can confirm your choices later. Check that what you write makes sense in the context. Answer all the questions even if you don’t feel sure about an answer – you may have understood more than you think.
Listening Module – DON’Ts Don't worry if you have to cross out or change an answer. Don't panic if you miss one question. Look ahead and concentrate on the next one. Don't try to rephrase what you hear. Write down the words you hear which fit the question.
Reading Module Reading skills: • Scanning and skimming • Understanding main ideas • Reading for detail • Telling appart main ideas from supporting detail • Understanding opinion and attitude as opposed to facts • Making inferences
Reading Module Task Type 1 Multiple Choice Task Type 2 Short-answer Questions Task Type 3 Sentence Completion Task Type 4 Notes, Summary or Table Completion Task Type 5 Labelling a Diagram Task Type 6 Choosing Headings for Paragraphs or Sections of a Text Task Type 7 Locating Information Task Type 8 Identification of Writer’s Views Task Type 9 Classification Task Type 10 Matching
Reading Module - DOs Keep an eye on the time.
If you cannot do a particular question, leave it and go on to the next.
You can then return to that question later if you have time. Put a mark next to this question on the Question Paper so that you can find it again quickly.
Answer as many questions as you can.
Look carefully at the title of the passage and any subtitles and illustrations it may have.
Reading Module - DOs Where appropriate remember to skim the questions before reading the passage so that you have a purpose for reading. Make sure you give the passage a quick read through so that you are familiar with the topic and how it is developed in the passage. Pay attention to any examples that are provided. Read the instructions for each set of questions very carefully: it is important to do exactly what you are asked to do
Reading Module – DON’Ts Don't waste time reading the whole passage each time for each set of questions. Don't go back to the beginning of the passage for each question. You know from the task type that the answers will come in the order of the information in the passage. Don’t forget that questions can come before the reading passage as well as after. Don’t worry if you don’t understand every word. It may not be necessary to understand all the words in order to answer the questions correctly. Don’t forget that you will not be given extra time to transfer your answers to the Answer Sheet at the end of the test.
Don’t write more than one answer when only one is required; even if one of your answers is correct, you will not receive a mark.
Writing Module Transactional letter
A transactional letter has a specific purpose and a result.
Task Type 2
Article
A piece of writing on a particular subject, which has been written for publication in a magazine or newspaper
Task Type 3
Letter of application
A written request for a job, a place at a college or university, or a scholarship or grant. Formal style and relevant personal information about the applicant.
Task Type 4
Report
A report is a piece of factual writing, often based on research of some kind.
Story
Series of real or imaginary events, written in the first or third person. It should entertain the reader in some way, for example by being funny, sad or strange.
Composition
A piece of formal or semi-formal writing which includes information and opinion. It can be a balanced argument which discusses the pros and cons of the question under discussion, or it can be a statement of the writer’s personal opinion with supporting arguments.
Task Type 1
Task Type 5
Task Type 6
Writing Module DOs Read all of the information in the questions very carefully and respond appropriately.
Follow all instructions including the number of words that you need to write. You won’t get extra marks for writing more.
Use your time wisely. Figure out how long you should take for each task. Leave time to check your answer for careless mistakes at the end. Try to check for spelling mistakes, verb and subject agreement, singular/plural nouns, tense mistakes and problems of fluency. Make sure that all of your ideas are relevant to the question. Try not to repeat the same idea too often, make sure you explore different ideas to provide a well-balanced response. Write as clearly as possible.
Writing Module – DON’Ts Don't copy from other people’s work.
Don't write less than the required number of words.
Don't repeat task instructions in your writing.
Don’t use note form or bullet points.
Don’t leave out any required information.
Don’t simply copy words and phrases from the question paper, try to use your own words at all times by paraphrasing the question.
Speaking Module Introduction and Interview
Fluency and coherence AND
Part 2
Individual Long Turn
Vocabulary and grammatical range and accuracy AND
Part 3
Discussion
Pronunciation
Part 1
Speaking Paper Skills needed: • Part 1- ability to communicate opinions and information on everyday topics and common experiences or situations • Part 2- ability to speak at length on a given topic (without further prompts from the examiner), using appropriate language and organising ideas coherently. • Part 3- ability to express and justify opinions, analyse, discuss and speculate about issues.
Speaking Module - DOs Talk to the examiner – you’ll feel more involved in the conversation. Listen carefully to the questions you’re asked so that your answers are relevant. Answer with some detail so that your answers are long enough. Use the instructions and prompts on the card in Part 2 to help you to organise your long turn. Explain your opinions and give examples to support them.
Speaking Module – DON’Ts Don't learn answers by heart.
Don't give very short answers except when the examiner interrupts you.
Don't talk about something different from what’s on the exam prompts. Don’t worry if the examiner stops you. It means you have spoken enough, and s/he has to keep to the timing of the test. Don’t worry if you can’t think of a word, try to paraphrase and get round it.
Don’t write on the task cards. Don’t worry if you realise you’ve made a mistake. It’s OK to correct yourself. If you can't correct yourself, forget it and carry on. Don’t ask the examiner if what you say is correct.
For further information please contact: RedNova Consultants 5484 2200 Ext. 2422, 2410, 2433, 2434
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