Grammar Diagnostic Test Result

Diagnostic Test score

Recommended level of
Outcomes
(50 items: 1 point per item)

0-18 points Elementary

19-25 points Pre-Intermediate

26-32 pointa Intermediate

33-39 points Upper Intermediate

40-46 points Advanced

47-50 points Higher level recommended

Level Interpretation
 Elementary Level – students who have had perhaps some
exposure to English and have a very limited grasp of the
basics. They have either learned English many years before
(perhaps at school) and are coming back to the classroom
later in life, or perhaps they have had some contact with
English speakers but no formal training.
 Pre-Intermediate Level - gives scope for improvement in
all areas (grammar, vocabulary, pronunciation, etc.) as
students have a good basic ability to communicate and
understand. They can confidently use all the simple tenses
and handle many everyday situations like shopping, booking
a hotel room, asking for information, etc. Grammatically
they have generally covered the main parts of speech and
know how to use them.
 Intermediate Level – can talk and read about a wide
number of subjects using appropriate vocabulary and fairly
correct, if basic, grammar. They can confidently use all the
main tenses, and are beginning to use phrasal verbs, modal
verbs, and suchlike. Tone and style are not refined yet but
there is an awareness of pronunciation and what it entails.
 Upper Intermediate Level - students have an
effective, but not perfect, use of English. They can take
part in extended conversations on a wide range of
topics. If they don’t know the appropriate term for
something they are able to find a way of describing it.
They have a knowledge of some idiomatic English and
colloquial expressions. All main areas of English
grammar have been covered at this level.
 Advanced Level - students can hold extended
conversations and write extended texts. They are
aware of differences between formal and informal
English and whilst they may make occasional mistakes
and their pronunciation is obviously not like a native
speaker, they have little difficulty in communicating on
everyday topics as well as specialized subjects.

https://www.icaltefl.com/intermediate-level-students-
in-english
 Developing Macro Skills

Viewing
 LISTENING
 This is a communication technique that requires
the listener to understand, interpret and evaluate
what he or she hears. Listening effectively
improves personal relationships through the
reduction of conflict and strengthens cooperation
through a collective understanding.
 It is the most important skill in communication. It
is a mental operation involving processing sound
waves, interpreting their meaning, and storing
them in memory. It is a communication technique
that requires the listeners to understand, interpret,
and evaluate what they hear.
Different types of listening:
 Listening for gist - you listen in order to
understand the main idea of the text.
 Listening for specific information - you want to
find out specific details, for example
key words.
 Listening for detailed understanding - you want
to understand all the information the
text provides.
SUGGESTIONS FOR IMPROVING YOUR
LISTENING SKILLS:
Before you listen
• Think about the topic of the text you are going to listen to.
• What do you already know about it?
• What could possibly be the content of the text?
• Which words come to mind that you already know?
• Which words would you want to look up?
• If you have to do a task on the listening text, check whether
you have understood the task correctly.
• Think about what type of text you are going to listen to.
• What do you know about this type of text?
• Relax and make yourself ready to pay attention to the
listening text.
While you are listening
• It is not necessary to understand every single word.
• Try to ignore those words that you think are less important
anyway.
• If there are words or issues that you don't understand, use
your general knowledge as well as the context to find out
the meaning.
• If you still don't understand something, use a dictionary to
look up the words or ask someone else for help.
• Focus on key words and facts.
• Take notes to support your memory.
• Intonation and stress of the speakers can help you to
understand what you hear.
• Try to think ahead. What might happen next? What might
the speakers say? Which words might they use?
After listening
• Think about the text again.
• Have you understood the main points?
• Remember the speculations you made before you
listened.
• Did they come true? Review your notes.
• Check whether you have completed your task
correctly.
• Have you had any problems while listening?
• Do you have any problems now to complete your
task?
• Identify your problems and ask someone for help.
• Listen again to difficult passages.
Listening Activity
1. What does the man want to 2. What is the woman's major?
do after he graduates? A. History
A. He hopes to go on to graduate B. Computer Science
school. C. French
B. He wants to become a teacher.
C. He wants to work at a hotel.

3. How does the woman pay
for college?
A. Her parents are paying for it.
B. She received a scholarship.
C. She has a part-time job.
4. Where does the man work
for his part-time job?
A. At a bakery
B. In a library
C. At a restaurant

5. What thing did the man NOT

say about his job?
A. He works long hours.
B. The pay is okay.
C. His co-workers are friendly.
 SPEAKING
 It is the delivery of language through the mouth. To speak,
we create sounds using many parts of our body, including
the lungs, vocal tract, vocal chords, tongue, teeth and lips.
 It is usually the second language skill that we learn. This
vocalized form of language usually requires at least one
listener. When two or more people speak or talk to each
other, the conversation is called a "dialogue". Speech can
flow naturally from one person to another in the form of
dialogue. It can also be planned and rehearsed, as in the
delivery of a speech or presentation.
Speaking can be formal or informal:
 Informal speaking is typically used with
family and friends, or people you know well.
 Formal speaking occurs in business or
academic situations, or when meeting people
for the first time.
 Speaking Activity:
Desert island activity
Each student will be given a piece of paper and each will
draw an item—any item. Drawings will be collected by the
teacher and will be passed them out again; no student should
receive their own drawing.
Situation:
You have been stranded on a desert island, and only half of
the class can survive and continue to inhabit the island. The
only thing you will have on the island is the item depicted in
the drawing given to you, and your goal is to convince the
class that you should survive based on the item you have.
 READING SKILL
 It is the ability to draw meaning from the printed page
and interpret this information appropriately‖ (Grabe &
Stoller, 2002, p. 9).
Main causes of slow reading
• word-by-word reading;
• slow perceptual reaction time, i.e., slowness of recognition;
• vocalization—habitual or for comprehension;
• Inefficient eye movements;
• Regression;
• faulty habits of attention and concentration;
• lack of practice in reading—especially large amounts;
• fear of losing comprehension;
• habitual slow reading;
• poor evaluation of which aspects are important and which
are unimportant;
• the effort to remember everything rather than to remember
selectively.
Get skimming!
Give yourself 60 seconds to skim through the ‘Size matters’
paragraph below. When you are finished, answer the questions
that follow.
Size matters
Here’s something to think about the next time you
go shopping. Have you ever noticed how many
trolleys are available when you go to the
supermarket? In my experience, it seems like
hundreds! But how about the number of hand
baskets? Invariably I struggle to find even one,
especially when I only need a few items. Why might
this be the case? Well it seems to be a tactic used
to encourage us to buy more. If you are walking
around with an empty trolley, you are more
tempted to fill it, so if you a planning on only doing
a quick shop, always try to find a basket. It will be
lighter, easier to use and is sure to save you money!
 Questions
Now test your skimming skills and answer
the questions below in the space provided.
1. What can you find in large numbers at a supermarket?
You can always find large numbers of trolleys at a
supermarket.
2. Why can this be a problem?
It can be a problem because you might only want a few
things but be tempted to buy more because of the room
in the trolley.
3. How can you avoid spending more than you planned?
Always try to use a shopping basket instead of a trolley.
4. Why is it a good idea to use a basket instead of a trolley?
It is a good idea because a basket is lighter, easier to
use and may even save you money.
 Scanning Exercise
Have a quick look through the advertisement below, then
answer the questions.
WRITING SKILL
How to improve your English writing skills
1. Write in English every day
This is the most important tip to improve your writing skills in
English. Start by thinking of a theme, for example, you could
start writing a diary of something that happens to you every day,
you can write a few lines of a story each day or you could write
emails to your friends in English. This might be difficult at first
but the more you continue, the easier it will become and you
might even end up enjoying it!
2. Ask someone to check your writing
You could ask your teacher to check your writing for you.
Otherwise, why not ask a friend or relative who speaks English?
I’m sure they’d be happy to help! You might even be able to do a
writing language exchange – find an English person who is
learning your language and write letters or emails to each other
(you can write in English and they can write in your language).
When you send a reply, you can also send their letter back to
them with corrections and they can do the same for you!
3. Improve your vocabulary
Having a wide range of vocabulary is very important when you’re
writing in English. An excellent way to improve your vocabulary is
to read as much as possible. Remember to write down the new
words and expressions you read and their meanings so you can
learn them.
4. Use a dictionary
You might feel that using a dictionary when you write is ‘cheating’
but think again – it is actually a great way to improve your
vocabulary and practice using words and phrases that you’ve
heard but haven’t used before. Remember to ask someone to
check your writing to make sure you have used the vocabulary
correctly.
5. Check your writing carefully
After you have written something in English, you should always
read it again, either straight away or the next day. When you do
this, you will probably see a few mistakes that you didn’t notice
when you were writing it. Remember to check the spelling,
grammar and vocabulary.
6. Write about different topics
If you write about the same thing every day, you could
become very bored and you might end up using the same
words and phrases over and over again! It is a good idea to
find different topics to write about as this will help to widen
your vocabulary and will be much more interesting for you.
Writing about something you read in a newspaper or
watched on TV is a good starting point.

7. Do your homework
Your teacher probably gives you writing homework to do. It
is really important that you do all your homework as your
teacher knows your level of English and will be able to give
you good advice on which parts of writing you need to
improve most (e.g. vocabulary, spelling, grammar).
10. Don’t be afraid to make mistakes!
It’s easy to decide not to do any English writing as
you are worried that you will make lots of mistakes.
However, the more you write and get your writing
corrected, the fewer mistakes you will make!
8. Write to your friends
Do you have friends who speak English (e.g. people you
have met in your English classes)? If so, you should
definitely practice your writing with them! There are many
ways to do this – using social media (Facebook, Twitter
etc.), sending emails, writing text messages, chatting on
Skype etc. The best thing about writing to people who
are also learning English is that you can correct each
other’s mistakes!
9. Write a blog
It doesn’t even matter if no one reads it, but writing a
blog is a great way to practice writing in English. Set
yourself a goal (e.g. upload one blog article a week) and
start writing! The great thing about a blog is you can write
about absolutely anything and there’s a chance that you
might even help or entertain someone who reads it!
VIEWING
Viewing Activity 1
Watch a short clip and answer the following
questions after:
1. Where did the event took place?
2. What did the lady ask for?
3. How can you describe the people’s reaction
inside the library?
4. What was the reaction of the librarian?
5. If you were the librarian, how will you react?
6. Did the lady understand the librarian’s reply?
Viewing Activity 2
Answer the following questions:
1. What was the message of the video?
2. Was the video helpful somehow?
Why?
3. Who do you want to be? Why?
 https://www.slideshare.net/lionnagaraju/teaching-reading-
to-college-students
 https://www.bloomsbury-
international.com/images/ezone/ebook/writing-skills-pdf.pdf
 https://www.slideshare.net/josephestroga/viewing-skill