A1-B1

HANDBOOK
Test of Interactive English HANDBOOK

CONTENTS

ABOUT THE EXAM 02

THE ANALYSIS OF THE EXAM 03

The Spoken (Speaking & Listening) TIE Exam 03
Examination task details 03
Step 1: Personal Introductions 03
Step 2: The Investigation 04
Step 3: The Book 05
Step 4: Talking about Photos 06
ASSESSING THE SPOKEN (SPEAKING & LISTENING) TIE EXAM 07
Assessment Criteria: Spoken TIE A1-B1 07
The Written (Reading & Writing) TIE Exam 08
Examination task details 08
Step 1: The Prepared Writing Task 08
Step 2: The Spontaneous Writing Task 08
ASSESSING THE WRITTEN (READING & WRITΙNG) TIE EXAM 09
Assessment Criteria: Written TIE A1-B1 08

SAMPLE WRITTEN EXAMINATION BOOKLET 10

SAMPLE SCRIPTS 11, 12, 13

SAMPLE LOGBOOKS (INVESTIGATION) 14, 15, 16

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Test of Interactive English HANDBOOK

ABOUT THE EXAM

The Gatehouse Awards Α1-Β1 Test of Interactive English (TIE) is an integrated four skills test of language, comprising
Speaking, Listening, Reading and Writing skills. It consists of two units:

• The Spoken TIE Exam, assessing listening and speaking skills.

• The Written TIE Exam, assessing reading and writing skills.

Both parts of the test are compulsory and are designed to build upon Candidates’ background knowledge,
provide language development opportunities that suit the needs of each student and reflect tasks they are
familiar with from the English language learning classroom and their daily lives.

Candidates must undertake the mandatory preparation for the examinations, which involve the preparation
of standard, pre-specified tasks. These tasks form the framework within which Candidates select their own
topics and materials and decide how they develop each task.

In preparation for the examination, Candidates are required to:

• carry out an investigation/mini project on a topic of personal interest through reading and/ or listening
to various sources to gather information in order to speak about it,
• read a book/graded reader in English in order to be able to speak about it.

Candidates are required to keep a logbook, which they must bring with them to the test. This is a folder in
which Candidates record the information about the investigation / mini project they have prepared. Candidates
should produce their logbook and the book they have read for the Spoken exam.

Please remember that each Candidate chooses his/her investigation, book/reader. The aim is to get students
to bring their own interests, opinions and experiences into the classroom and use them in order to perform
their best at the test.

Candidates with Additional Needs: Candidates with additional needs (dyslexia, mobility problems,
etc.) are eligible to apply to Gatehouse Awards for special arrangements (e.g. use of a scribe in the Written
Exam) at least 2 weeks before the exams using the “Requests for Reasonable Adjustments” form. Along with the
form, candidates should submit any relevant evidence. Gatehouse Awards will provide them with a decision
within 5 working days of receiving the application.

WHAT THE CANDIDATE MUST PRODUCE ON THE DAY OF THE EXAM: The Candidates must bring their
logbooks (investigation) and books to the Spoken exam; otherwise they are NOT eligible to take the test.
For the Written exam, they may bring their book and a monolingual (English-English) dictionary.

TIE is an achievement test: Candidates are awarded a qualification at the level they have achieved on
the day of the exam. In other words, candidates may either be awarded a qualifiation at the level they have
aimed at or a qualification of a lower or a higher level of attainment. In case they fail, no certificate is issued.

CERTIFICATION: Successful Candidates are awarded the qualification at the level they have achieved.
Candidates who do not achieve the lowest level of attainment (i.e., A1) in the examination will not be awarded
a certificate.

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Test of Interactive English HANDBOOK

THE ANALYSIS OF THE EXAM

The Spoken (Speaking & Listening) TIE Exam
2 (or 3) candidates/interview
Step Task Timings
1. Introduction: Conversation Personal introductions: Exchange 4 minutes (for two Candidates)
(Spontaneous) of personal information
5-6 minutes (for three Candidates)
(All Candidates)
2. Investigation Presentation and discussion of the 5-6 minutes (for two Candidates)
(Prepared) ιnvestigation (All Candidates)
8-9 minutes (for three Candidates)
3. The Book Presentation and discussion of the 5-6 minutes (for two Candidates)
(Prepared) book (All Candidates)
8-9 minutes (for three Candidates)
4. Talking about Photos Candidates talk about a set of 3-4 minutes (for two Candidates)
(Spontaneous) photos they are presented with
5-6 minutes (for three Candidates)
and answer the Interlocutor’s
questions in relation to the photos
(All Candidates)
20 minutes (for two Candidates)
TOTAL EXAMINATION TIME
30 minutes (for three Candidates)

Examination task details

Step 1: Personal Introductions

Exam task: Exchange of personal information.

Task Type: Spontaneous.
Allocated time: 4 minutes approx.
Task description: The Interlocutor invites Candidates to introduce themselves and answer his/her questions.
Materials: None.
Sample Questions: - What do you do in your free time?
- Who is your best friend? Can you describe him/her for me?
- Where do you live? Do you like your neighborhood / town/city?
- What grade are you at school? What’s your favourite subject?

Interlocutor’s Script:
First of all, it’s lovely to meet you. Let’s talk about you. I would like you to introduce yourselves,
and then I will ask each of you some questions. You may also ask each other questions, if you
like, or make comments, OK? [Allow candidates to introduce themselves and then ask them in turn two
or more personal questions, non-sensitive questions depending on the length of the candidate’s answer(s)
and the available time]

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Step 2: The Investigation

Exam task: Presentation & discussion on the Investigation (all Candidates).

Task Type: Prepared (Candidates have selected a topic which they have researched and included in their
logbook, supported with visuals).
Allocated time: 5-6 minutes approx.
Task description: In turn, each Candidate is invited to present his/her investigation for approximately 2 minutes,
then answer relevant questions from the Interlocutor and their co-candidate.
Materials: The investigation carried out by each Candidate. The investigation can be typed or hand written. It should
consist of a title, one or more visuals and some text about the topic of the investigation. Investigations can be 1-2
pages long.
IMPORTANT: Candidates must produce their investigations (in their logbook) for the Spoken exam.
Sample projects: - My favourite hobby
- A place I would love to visit
- My top 3 football players
Sample questions: - Why did you write about this topic?
- Where did you find information on the topic?
- Did you enjoy doing your project? (Why/Why not?)
- Was it difficult to write your project? (Why/Why not?)

Interlocutor’s Script:
I see you have your logbooks with you; can you please show them to me?
(Candidates give their logbooks to the Interlocutor, who opens them and turns them towards the Candidates
so that they can all see them and continues with the examination)
(The Interlocutor invites the Candidates in turn as follows)

(Inserts Candidate A’s name), would you like to present your investigation to us?

(Before they start, turns to the other Candidate(s) and says)

And I’d like you to listen carefully so that you can ask questions about the investigation.

(The Interlocutor allows the Candidate to present for about two (2) minutes. For Candidates at A1 level, one
minute may be appropriate).
(Then s/he asks one or two general questions on the investigation, e.g. Did you find this topic interesting to
investigate? Why/why not? Additional questions should be adapted to specific topics - the pictures in the
Candidate’s logbook can also be used to guide the conversation)

(Then s/he invites the other Candidate(s) as follows)

What would you like to say or ask about this investigation?

(The Interlocutor allows the other Candidate(s) to ask one or more questions and the presenting Candidate
to answer)

Thank you.

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Step 3: The Book

Exam task: Presentation & discussion on a book or graded reader (all Candidates).
Task Type: Prepared.
Allocated time: 5-6 minutes approx.
Task description: In turn, each Candidate is invited to present his/her book for approximately 2 minutes and
then, answer relevant questions from the Interlocutor and their co-candidate.
Materials: The book each Candidate has read. Only English books/readers are permitted in the exam.
IMPORTANT: Candidates must bring their book for the Spoken Exam. Notes or summaries of the books are
not permitted and will be removed by the Interlocutor.
Sample questions: - Why did you choose this book?
- Did you enjoy reading your book?
- Can you describe the main character in the book?

Interlocutor ’s Script:
(The Interlocutor inserts Candidate A’s name), I see you have your book with you. Would you like to
present your book to us?

(Before they start, s/he turns to the other Candidate(s) and says)

And I’d like you to listen carefully so that you can ask questions about the book.
(The Interlocutor allows the Candidate to present for about two (2) minutes. For Candidates at A1 level, one
minute may be appropriate).
(The Interlocutor asks one or two questions about the book, e.g. Did you enjoy/are you enjoying the book?
Who are the main characters? Where does the story take place? Additional questions should be adapted to the
specific book and presentation)

(Then s/he invites the other Candidate(s) as follows)

What would you like to say or ask about this book?
(S/he allows the other Candidate(s) to comment and ask one or more questions and the presenting Candidate
to answer)

Thank you.

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Test of Interactive English HANDBOOK
Step 4: Talking about Photos

Exam task: Talking about photos (all Candidates).

Task Type: Spontaneous.
Allocated time: 3-4 minutes approx.
Task description: The Interlocutor will present a topic and provide the Candidates with a set of photos.
Candidates must describe their photos and answer the Interlocutor’s questions.
Materials: The visual images presented by the Interlocutor.
Sample questions: - What can you see in the picture?
- Where are the people in the picture?
- How are they feeling?

A2 and B1 Candidates will be encouraged to share personal experiences and/or provide brief explanations in
response to questions leading from the description of the picture. These may involve:
• How the picture makes them feel, and why.
• When they have been in similar places / situations, and what happened.
• What they would do if they were in the place / situation in the picture, and why.

Interlocutor ’s Script:
(The Interlocutor chooses which photo task the Candidates will use).
Now, I’d like us to talk together.
(The Interlocutor refers to the photo task materials: the wording can be found behind the visual s/he chooses to use).
Here are some activities you can do with your friends in your free time. Talk to each other about the
activities you can see in the photos.

Sample follow-up questions: Which of these activities do you do in your free time? Why do you like it/them?
What other activities do you like doing in your free time? Why?
(The Interlocutor introduces the conversation by commenting on the topic or one of the photos. S/he allows the
Candidates to talk about the images and the topic in the materials, give their descriptions and talk about their ideas.
At lower levels, the conversation may be slow to start so it may be necessary for the Interlocutor to ask direct questions.
S/he could ask an open question or lead the conversation to a point of interest and then ask an open question).
(At the end of the photo task):
I think that’s all we have time for today - we have come to the end of the test.
Thank you.

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 Test of Interactive English HANDBOOK

ASSESSING THE SPOKEN (SPEAKING & LISTENING) TIE EXAM

The Interlocutors have been trained to assess the Candidates’ performance based on specific criteria. For the
Spoken (Listening & Speaking) exam these are:
• Aural Reception (Listening) measures the Candidate’s ability to understand spoken input produced by
the Interlocutor and the other Candidate.
• Interaction refers to the Candidate’s ability to interact with the Interlocutor and their partner.
• Communicative Effectiveness refers to the Candidate’s ability to convey a clear, complete message.
• Grammatical Accuracy and Complexity measures the Candidate’s grammatical and syntactical control.
• Lexical Range and Appropriacy measures the Candidate’s lexical repertoire and ability to make
appropriate lexical choices.
• Phonological Control measures the Candidate’s ability to produce comprehensible speech.

Based on these criteria, the Interlocutor is called to ‘place’ the Candidate on the scale from A1-B1 based on
his/her performance. To do so, the Interlocutor uses detailed descriptors provided by the Common European
Framework (CEFR) listed below.

Assessment Criteria: Spoken TIE A1-B1

Aural Reception Communicative Lexical Range
Level Interaction Grammatical Accuracy Phonological Control
(Listening) Effectiveness & Appropriacy
Can understand Can generally maintain a Can express self with relative Can communicate with Has a good range of vocabulary Can express self reasonably clearly
straightforward factual conversation or discussion ease on topics of immediate reasonable accuracy in familiar to enable expression on most with ease, despite some problems
information about common confidently. Can enter relevance. Can explain the contexts. Generally good control topics pertinent to everyday with rhythm & intonation, &
everyday or job related topics, unprepared into conversations main points in an idea or though with noticeable mother life. Few errors of vocabulary occasional pausing. Pronunciation
B1+ identifying both general on familiar topics. problem with reasonable tongue influence. Uses a wide usage. is clearly intelligible even if a
messages and specific details, precision and without much range of structures expected foreign accent is evident and
though will sometimes have to misunderstanding. at this level with few mistakes occasional mispronunciations may
ask for repetition of particular present. Errors occur, but still occur.
words and phrases. messages come across clearly.
Can understand main points Can interact with some Can convey a simple & Can communicate with Can use a sufficient range of Speech is generally intelligible
of clear, standard speech confidence only when dealing straightforward message adequate accuracy & control appropriate vocabulary related despite occasional problems
about common everyday with familiar topics. Can of immediate relevance, within the limits of frequently to familiar topics, with some with stress and intonation and
or job related topics. Minor intervene in such discussion getting across whatever point used patterns. Uses a range circumlocution and hesitation. occasional pausing for grammatical
misunderstandings may occur using a simple phrase to get is most important without of structures expected at this Makes inappropriate word and lexical planning or repair. Can
B1 occasionally. the floor. significant misunderstanding. level. Errors may be evident choices in less familiar situations keep going comprehensibly. A
or systematic or impact which however do not seriously foreign accent is evident and some
on meaning, which may impede communication. mispronunciations occur.
sometimes not be clearly Vocabulary errors do not
expressed. compromise communication.
Can understand enough to be Can interact with reasonable Can be understood in short Can produce speech that shows Can deploy frequently Speech is reasonably clear enough
able to meet needs of a concrete ease in structured contexts & contributions, even though good control of simple structures used vocabulary generally to be understood. Mispronunciations
type provided speech is clearly short conversations provided the pauses are very evident. More with few mistakes present, appropriately conveying simple occur but they are not distracting.
and slowly articulated. interlocutor helps if necessary. complex messages may be provided the communication messages clearly. There are some pauses, false starts
A2+ Can ask and answer questions compromised, leading to some takes place in routine situations. and reformulation evident.
and exchange ideas and misunderstanding. Attempts at higher level
information on familiar topics in structures lead to errors which
predictable everyday situations. may obscure meaning.
Can understand phrases Can communicate in simple Can pass on the relevant Can produce speech that Can deploy basic vocabulary Pronunciation is generally clear
and expressions related to and routine tasks requiring a message in a simple & shows some control of simple more or less appropriately that enough to be understood despite
areas of his/her immediate simple and direct exchange direct exchange of limited structures. Makes frequent manages to convey simple some hesitation and incorrect use
environment provided of information on familiar and information on personal & or systematic errors but the messages. Some inadequate of stress. False starts, very short
A2 speech is clearly and slowly routine matters. Can handle concrete matters. In other message is usually clear. words may compromise the utterances and reformulation
articulated. very short social exchanges situations, s/he generally has message, though meaning is are evident. Repetition may be
but is rarely able to keep to compromise the message. still clear. required from time to time to clarify
conversation going of his/her the meaning.
own accord.
Can understand very simple, Can interact in a simple way. Can generally communicate Can produce speech that Can use a range of basic Can pronounce a very limited
everyday language provided Can ask and answer simple on concrete matters in shows control of a few simple vocabulary expected at this repertoire of learnt words and
that the other person speaks questions, initiate and respond predictable familiar situations. grammatical structures. Makes level and go beyond a simple phrases comprehensibly despite
A1+ slowly and clearly. to simple statements in areas The message gets across but many errors that often impede repertoire. a noticeable foreign accent.
of immediate need or on very with difficulty. understanding. Hesitation and inappropriate stress
familiar topics. are distracting and occasionally
make speech unintelligible.
Can follow speech which Can interact only in a simple Can manage very short, Can produce some very simple Can use only a very limited Can pronounce only
is very slow and carefully way. Can communicate given isolated, mainly pre-packaged structures correctly. Sentence range of memorized words and simple common words
articulated, with long pauses opportunities for repetition utterances, with much pausing patterns are pre-packaged and phrases related to personal comprehensibly, using mainly
for him/her to assimilate at a slower rate of speech, to search for expressions, to from a memorized repertoire. details and familiar situations. pre-packaged utterances
meaning. rephrasing and repair. articulate less familiar words Meaning and communication Inappropriate and incorrect with much pausing to search
and to repair communication. may be disrupted. word choices can often impede for expressions, to articulate
A1 Only simple messages are meaning. less familiar words and repair
communicated. communication. The repertoire
of words and phrases can be
understood by native speakers
used to dealing with speakers of
his/her language group.
Shows significant difficulty Unable to sustain any Communication cannot take Erroneous speech that is Can use only scattered Unintelligible speech due to
Below in understanding even very interaction. place. difficult to follow. words or phrases repeatedly. pronunciation errors and excessive
A1 slow and carefully articulated Communication cannot take Communication cannot take Communication cannot take hesitation. Communication cannot
(Fail) speech. place. place. place. take place.

Where the Candidate has demonstrated that skills are fully established across all criteria at the level and there is a clear indication that skills at the level
above may be emerging, but not yet consolidated, a grade of A1+, A2+, B1+ may be given.

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Test of Interactive English HANDBOOK

The Written (Reading & Writing) TIE Exam

Step Task Timings
1. Prepared Writing Completing a form. 25 minutes
2. Spontaneous Writing Producing a text on a familiar 25 minutes
topic of personal interest,
choosing one from a set of two
options.
Total Examination Time 50 minutes

Examination task details

Step 1: The Prepared Writing Task

Exam task: Completing a form.

Task type: Candidates are informed that the task will be a form to complete, but are unaware of the context.
Indicated time: 25 minutes.
Task description: The Candidate must follow the instructions to fill in a form, which is in three sections.
Section 1 of the form contains personal information. Section 2 of the form contains a series of short questions.
Section 3 of the form requires the Candidate to write two or three extended answers in full sentences.
Materials: None.

See Page 10 for a sample prepared writing task.

Step 2: The Spontaneous Writing Task

Exam task: Production of a continuous text.

Task type: Unprepared.
Indicated time: 25 minutes.
Task description: The Candidate must write a text in response to one from a choice of two questions. The first
option primarily gives opportunities for Candidates at the lower level of the band (i.e. A1/A2) to demonstrate
their written skills. The second question primarily gives opportunities for Candidates at the higher level of the
band (i.e. A2/B1) to demonstrate their written skills.
Materials: None.

At A1-A2, the Candidate must produce a note or a postcard.

At A2-B1, the Candidate must write a letter/email (informal-friendly) or a short story.

Approximate Word Count:

A1: 40-70 words
A2: 60-100 words
B1: 90-150 words

See Page 10 for a sample spontaneous writing task.

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 Test of Interactive English HANDBOOK

ASSESSING THE WRITTEN (READING & WRITΙNG) TIE EXAM

Markers have been trained to assess the Candidates’ performance based on specific criteria. For the Written
(Reading & Writing) exam these are:

• Visual Reception (Reading) measures the degree of the Candidate’s understanding of the given test items
and the relevance of his/her responses to them.
• Task Achievement measures how appropriately and relevantly the Candidate has responded to the task.
• Grammatical Accuracy and Complexity measures the Candidate’s grammatical and syntactical control.
• Lexical Range and Appropriacy measures the Candidate’s lexical repertoire and ability to make appropriate
lexical choices.
• Orthographic Control and Punctuation assesses the Candidate’s control of the conventions of spelling and
punctuation.
• Production and Text Organisation measures the Candidate’s ability to produce clear continuous texts following
the genre conventions set in the task (This criterion applies ONLY to the spontaneous writing task).

Based on these criteria, the marker is called to ‘place’ the Candidate on the scale from A1-B1 based on his/her performance.
To do so, the marker uses detailed descriptors provided by the Common European Framework (CEFR) listed below.
Assessment Criteria: Written TIE A1-B1
Grammatical Accuracy Lexical Range Orthographic Control Production & Text
Level Visual Reception Task Achievement
and Complexity & Appropriacy and Punctuation Organisation (Task 2 only)
Task 1: Displays a very high Task 1: Has fully and Uses a wide range of Candidate’s vocabulary range is There are very few or no There are clear paragraphs
degree of comprehension of meaningfully responded to all structures expected at this appropriate throughout, with spelling or punctuation errors. including introduction,
the tasks. Shows no difficulty in questions. level with reasonable accuracy errors only occurring when development and conclusion in a
understanding the questions and and few mistakes present. attempting vocabulary above coherent and cohesive text.
providing relevant responses to all Task 2: A fully appropriate text Attempts at more complex the level.
B1+ questions. (in terms of topic and text language use are more or less
Task 2: Displays a good degree of type) that fully answers the successful.
comprehension. The text is clearly question. Addresses the task
and appropriately linked to task clearly and effectively.
instructions.
Task 1: Displays a good degree Task 1: Has fully and A relatively good repertoire Uses a sufficient range Spelling and punctuation are Writes straightforward connected
of comprehension. Shows little meaningfully responded to of simple structures is evident of vocabulary usually accurate enough to be followed texts by linking a series of shorter
difficulty in understanding the most of the questions. and employed appropriately. appropriately. Some lapses most of the time. Spelling errors discrete elements into a linear
questions and providing mostly Errors are noticeable but do in word choice which do rarely impede understanding. sequence. Paragraphing is
B1 relevant responses to all questions. Task 2: A generally appropriate not seriously interfere with not interfere with intended used mostly appropriately and
Task 2: Displays a good degree of text (in terms of topic and text intended meaning. Some meaning or compromise the effectively. Uses a range of simple
comprehension. The text is clearly type) that fully answers the forms of expression are communication. linking devices to link sentences to
and appropriately linked to task question. Addresses the task awkward. make coherent and cohesive text.
instructions. mostly clearly and effectively.
Task 1: Displays a good level of Task 1: Has responded to Shows good control of simple Uses a sufficient vocabulary Spelling and punctuation are Writes a continuous text in which
comprehension. Can understand most of the questions in a structures and sentence to deal with everyday needs generally accurate in common information is clearly organized
almost all of the given questions meaningful way. patterns with few errors. involving familiar situations and and familiar words and phrases and paragraphing is generally
and provide relevant responses to Task 2: Appropriate text that Although there may be some topics. May also use memorised throughout. Spelling errors do appropriate. Use of simple linking
A2+ most questions. answers the question for the errors, messages get across phrases and groups of words. not detract from meaning. words to link sentences. Longer
Task 2: Displays a good level of most part. Output is relevant. clearly. Makes appropriate lexical contributions may still lack
comprehension. The text is linked selections which generally coherence.
to task instructions. convey the intended meaning.
Can understand phrases Task 1: Has responded to Uses simple structures and Uses a repertoire of simple Majority of common words Writes a more or less continuous
Task 1: Displays satisfactory the questions in a more or sentences patterns correctly. vocabulary and expressions spelled correctly. Spelling text using simple phrases or
understanding of most questions. less meaningful way. More There are errors but they for dealing with simple routine errors occur in more advanced complete simple sentences.
Can provide mostly relevant extended responses may lack usually do not impede situations, though meaning vocabulary which may interfere Information is generally
responses to most of the given comprehensibility. understanding. is often compromised due with intended meaning. organized and there is some
A2 questions. to limited range of words Simple punctuation is accurate loose paragraphing. Use of simple
Task2: Displays a satisfactory Task 2: Mostly appropriate available and inappropriate throughout. connectors to link simple sentences
understanding of the task. The text text that generally answers lexical selections. effectively.
is linked to task instructions. the question. Output is mostly
relevant.
Task 1: Can understand simple Task 1: Has responded to Shows some control of a few Has a basic range of simple Accurate spelling of all key and Writes very short, simple texts in
questions about personal details some of the questions in simple grammatical structures everyday vocabulary related to familiar words. Spelling errors which information is presented
and those requiring very short a meaningful way. More and uses them accurately in concrete needs. may interfere with intended logically. Use of very basic linear
responses (a word or sentence). extended responses usually simple sentences. Makes many Uses several words, phrases meaning when more unfamiliar connectors. Paragraphing may not
Limitations in understanding lack comprehensibility. errors, some of which may and/or expressions which are words are used. be clear but text demonstrates
A1+ questions requiring more impede understanding when not always appropriate for the Simple punctuation is mostly some organisation.
extended answers. Task 2: Text is more or less attempting more anything context(s) of situation. accurate.
Task 2: Shows limited understanding appropriate partly responding more than simple and
of task instructions. The text is to the task question. Output is compound sentences.
linked to the task and topic. fully relevant to the topic.
Task 1: Displays weak Task 1: Only straightforward Shows limited control of Has a basic repertoire of Basic spelling errors, which Writes very simple, isolated phrases
understanding of the whole responses to basic personal basic grammatical structures. vocabulary, consisting of often interfere with intended or sentences. Information is not
task. Can understand basic questions convey meaning. Systematically makes isolated words and phrases meaning. Capital letters and presented in an organized manner.
personal questions and errors that often impede related to particular concrete full stops are used generally The text lacks paragraphing or text
A1 provide relevant responses. Task 2: Text responds to the understanding when situations. Lapses in word accurately. Other punctuation organisation.
Task 2: Displays weak task in a very general manner. attempting anything more choice interfere with intended is not attempted or still
understanding of the task Output is relevant to the topic. than very simple sentences. meaning. problematic.
instructions. Shows a very basic
understanding of the topic.
Tasks 1 or 2: Shows lack Tasks 1 or 2: Incomprehensible Makes many serious errors, Scattered words or phrases Many spelling errors pertaining Organisation and paragraphing are
Below of understanding of test or irrelevant response to the even in basic structures which do not have meaning. to common words as well that highly problematic impeding text
instructions and questions, instructions or questions, response which obscure meaning. Communication cannot take interfere with intended meaning. comprehensibility. Communication
A1 or response is illegible. is inappropriate or the text is Communication cannot take place. Problematic or lack of punctuation cannot take place.
(Fail) Communication cannot take incomprehensible or irrelevant. place. throughout. Communication
place. Communication cannot take place. cannot take place.

Where the Candidate has demonstrated that skills are fully established across all criteria at the level and there is a clear indication that skills at the level
above may be emerging, but not yet consolidated, a grade of A1+, A2+, B1+ may be given.

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 Test of Interactive English HANDBOOK

SAMPLE WRITTEN EXAMINATION BOOKLET

Writing Task 1
You found the following form in Fitness Plus, your local Gym.
Test of Interactive English Answer the questions and win free membership for one month.
Written Examination Booklet A. Personal Information
(A1 – B1) Name

Date of Birth DD / MM / YYYY

Address
The following details must be completed:
Telephone Number
Candidate Name Swimming Personal Exercise
Please tick  the gym services you use
Pool
 trainer
 classes

Candidate Code
B. Please answer the following questions:
Exam Code How often do you go to the gym? (write one word or a short sentence)

Examination Date DD / MM / YYYY

How do you travel to the gym? (write one word or a short sentence)

What are your two most favourite types of exercise

exercise? (write a list or short sentence)

INSTRUCTIONS FOR CANDIDATES:

 Do NOT turn over the page to start the exam until instructed to do so
 This examination is made up of 2 TASKS Why do you like to exercise? (write a sentence)
 Attempt to complete BOTH tasks
 If you change your mind about an answer, you should initial any corrections
 You may use a monolingual English dictionary
 You may refer to your book
 If you run out of space, you can continue on a separate sheet C. About Fitness Plus
 You should complete this assessment paper in black or blue PEN (not pencil) What do you like most about the Fitness Plus gym? Why
Why? (write one or two sentences)
 When you’ve finished, make sure you sign and date the Declaration on Page 4

How could our gym be improved? (write one or two sentences)

Do you generally prefer to exercise in the gym or to keep fit outdoors?

outdoors Why? (write two to three sentences)

Time Allowed: 50 minutes

Writing Task 2

In this task, A1 candidates should write a minimum of 40 words, A2 candidates should write a minimum of 60
words, and B1 candidates should write a minimum of 100 words.

Choose one of the following to write about

about:

You are on holiday with your family. Write a postcard to your friend David. Do not write an
address. Say:
A1 and A2  where you are
 what you like/don’t
don’t like about the place
 what activities you do each day

Write an email to your friend

friend, Mark, to tell him about your new teacher at school. Describe your
A2 and B1
teacher and say why you like her/him.
her/

END OF ASSESSMENT

Candidate Declaration:

I confirm that the work contained in this booklet is my own and that my booklet does not contain any work completed by
anyone other than myself. I understand that plagiarism is a form of malpractice and that that cheating, plagiarism or
malpractice of any kind by any party may result in suspension or exclusion from my programme of study. I have completed
the booklet in accordance with the course instructions and within the time limits set by my Centre.

Signed

Print Name

Dated DD / MM / YYYY

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Test of Interactive English HANDBOOK

SAMPLE SCRIPTS
Prepared Writing: Completing a Form
You are at the library. Please fill out the form to join the library.

Sample 1:
A. Personal Information
Name Ilias Markou
Date of Birth 22 / 5 / 2005
Address Agion Panton 17, Athens
Telephone Number 210 3222870
Name of your school / workplace 8th High School of Kallithea
Please tick the library services Books DVDs Computers
you use:
B. Please answer the following questions:
How often do you use the library? (write one word or a short sentence)
I use library very often.
How do you travel to the library? (write one word or a short sentence)
I travel with my bike.
What are your two most favourite types of books? (write a list or short sentence)
1. Adventoure.
2. Love story.
Why do you like these types of books? (write a sentence)
Books are very nice and interesting.
How is library membership useful for you? (write one or two sentences)
I take books from library.
How could the library be improved? (write one or two sentences)
They have more books in the library.
Do you prefer to borrow or own the books you read? Why? (write two to three sentences)
I prefer own the books.

Overall grade: A2
Visual reception: Good level of understanding. The Candidate understood almost all the given questions and
provided relevant responses to most of them. A2+
Task achievement: Has responded to the questions in a more or less meaningful way. A2
Grammatical accuracy & complexity: The Candidate used simple structures and sentences patterns correctly.
Errors do not impede understanding. A2
Lexical range & appropriacy: The Candidate displayed a repertoire of simple vocabulary for dealing with matters
of immediate interest. However, meaning had to be compromised when dealing with more complex issues. A2
Orthographic control & punctuation: Spelling errors do not detract from meaning. Punctuation is generally
accurate throughout. A2+

11
Test of Interactive English HANDBOOK

SAMPLE SCRIPTS
Prepared Writing: Completing a Form
You are at the library. Please fill out the form to join the library.

Sample 2:
A. Personal Information
Name Maria Ioannou
Date of Birth 18 / 9 / 2007
Address Solonos 22, Athens
Telephone Number 210 2320977
Name of your school / workplace 1st Junior High School of Athens
Please tick the library services Books DVDs Computers
you use:
B. Please answer the following questions:
How often do you use the library? (write one word or a short sentence)
Use often.
How do you travel to the library? (write one word or a short sentence)
Bike.
What are your two most favourite types of books? (write a list or short sentence)
1. sience fiction.
Why do you like these types of books? (write a sentence)
Nice books.
How is library membership useful for you? (write one or two sentences)

How could the library be improved? (write one or two sentences)

Do you prefer to borrow or own the books you read? Why? (write two to three sentences)

Overall grade: A1
Visual reception: Can understand simple questions about personal details and those requiring very short
responses (a word or sentence). A1+
Task achievement: Straightforward responses to basic personal questions convey meaning. Inability to answer
questions requiring more extended responses (one or two sentences). A1
Grammatical accuracy & complexity: Limited control of basic grammatical structures. A1
Lexical range & appropriacy: Displays a basic repertoire of vocabulary, consisting of isolated words and phrases
related to particular concrete situations. A1
Orthographic control & punctuation: Accurate spelling of all key and familiar words. A1+

12
Test of Interactive English HANDBOOK

SAMPLE SCRIPTS
Spontaneous Writing
Unprepared: An English friend of yours called John gave a party yesterday, which you enjoyed. Write a card to him to:
• Thank him for the party.
• Say what you liked best.
• Say when and where you could both meet again.

Sample 1:

Dear John,
The party was great! I’ve never been in so intersting party! Thank you for organising this party. The best in
your party were the music, the food and attractive games. I want to meet you again. We can go to the cinema
in Saturday to see the new movie with James Bond.
Your friend, Spyros

Overall grade: A2
Task achievement: Appropriate text that generally answers the task. A2
Grammatical Accuracy & Complexity: Uses simple structures correctly. There are errors but they usually do not
impede understanding. A2
Lexical range & appropriacy: Uses simple vocabulary appropriately. A2
Orthographic control & punctuation: Spelling and punctuation are generally accurate in common and familiar
words. Spelling errors occur in more advanced vocabulary but they do not interfere with intended meaning. A2+
Production & Text organisation: Writes very short, simple texts in which information is presented logically. A1+

Unprepared: An English friend of yours is going to spend the summer in your country. Write a letter advising him/
her where to go, what to do and approximately how much money he/she should bring.

Sample 2:

Dear Dennis,
I am writing to you because in your last e-mail you told me that you are coming for summer holidays in Volos
and I want to give you some advise of where you can go.
First you can visit the center of Volos to do your shops in the big clothes shops like BSB, Disel, OGI, Zara then after
your shops you can go to have some café in the many cafeterias which have in the way to the sant Nicolas. Then you
can go to the Alikes beach and have a walk in the roads of Alikes. Then you can go to the mountain Pilios to go to
Ksinouisi beach to have camping or to Ai Giannis beach which have a very big beach bar banana. You can also go to
Milies a village of Pilios which is very popular about his sweets.
With Love, Nadia

Overall grade: B1
Task Achievement: A generally appropriate text that partly answers the task in a mostly clear way. A2+
Grammatical Accuracy & Complexity: Shows good control of simple structures and sentence patterns with few errors that
do not seriously interfere with intended meaning. Attempts at more complex structures are more or less successful. B1
Lexical range & Appropriacy: A sufficient range of vocabulary. Makes appropriate lexical selections which
generally convey the intended meaning. B1
Orthographic control & punctuation: Spelling and punctuation are accurate enough to be followed most of the time. B1
Production & Text Organisation: A continuous and generally connected text is produced that has an appropriate
layout. The length of the text is appropriate for the level. Simple connectors are used to link the sentences. B1

13
Test of Interactive English HANDBOOK

SAMPLE LOGBOOKS (INVESTIGATION)

Olympic Games
Sources: howtheyplay.com, livestrong.com, kidsconnect.com

If a sport is very popular among spectators and

there are a lot of athletes qualified to compete, the
International Olympic Committee might decide to
introduce it in the next Olympic Games, which usually
means that one of the less-popular sports must be
dropped.

The Olympic Flag

The Rings represent the five inhabited continents of
the world (with North and South America counted as
one).
The colours were chosen because, along with the
white background of the flag, at least one of the six
The modern Olympic Games are the leading international colours (white, blue, black, red, yellow and green)
sporting event featuring summer and winter sports appear in all the flags of the competing nations.
competitions. Every four years thousands of athletes from The flag was designed by Pierre de Coubertin, the
around the world gather in one location and participate father of the modern Olympics, and was first flown
in a variety of competitions. The Ancient Olympics were at the Games of the 7th Olympiad in Antwerp,
held in Greece between 776BC and 394 AD as a tribute Belgium.
to the Greek Gods who lived on Mount Olympus. These
games were very different to the ones we see today.
The Ancient Olympics began as a one-day event, but
was extended to last for five days with many different
events. The first Modern Olympics were held in 1986
in Athens and involved 13 countries competing in 42
events over 9 different sports.

Olympic Sports
The number of sports played at the Olympics changes
from year to year. Some of the most popular Summer
Olympic sports are swimming, cycling, gymnastics,
volleyball and horse riding. There also are many events
collectively known as athletics, such as the 100-meter
dash, the marathon, hurdling, relay racing, the long
jump, the high jump and the pole vault.
The Winter Olympic sports include downhill and
cross-country skiing, bobsledding, figure skating,
ice hockey, snowboarding and ski jumping. Sports
that are no longer played in the games include golf,
lacrosse, rugby union and water motor sports.

14
Test of Interactive English HANDBOOK

SAMPLE LOGBOOKS (INVESTIGATION)

Wild Animals
Source: enchantedlearning.com

Elephant Zebra

There are two major types of elephants, the African

Elephant (two species) and the Asian Elephant (one
species). African Elephants are the biggest land animals. Zebras are large, fast-running mammals that live on
Elephants are from 8-10 feet (2.5-3 m) tall at the shoulder, African grassy plains (savannas). They can run up to 40
weighing roughly 6 tons (5,400 kg). mph (65 kph) in short bursts in order to escape from
Elephants have very wrinkled, gray-brown skin that is predators (like lions and hyenas).
almost hairless. Elephants breathe through two nostrils The zebra’s life span is about 28 years. Zebras are closely
at the end of their trunk, which is an extension of the related to horses and donkeys. Zebra fur has distinctive
nose. The trunk is also used to get water and food. white stripes on a black background. No two zebras have
Elephants eat roots, grasses, leaves, fruit, and bark. They the same pattern. These stripes may help to confuse
use their tusks and trunk to get food. predators chasing the zebra, making them misjudge
distances.
Zebras eat grasses; they are nomadic herbivores. They
Giant Panda spend most of their time grazing. Zebras need to drink
water often and usually stay close to a watering hole.

The Kangaroo

The Kangaroo is a common marsupial from the islands of

Giant pandas are black-and-white Chinese bears that are Australia and New Guinea. There are 47 species of “roos.”
on the verge of extinction. These large, cuddly-looking Kangaroos can hop up to 40 miles per hour (74 kph) and
mammals have a big head, a heavy body, rounded ears, go over 30 feet (9 m) in one hop. When standing, roos often
and a short tail. use their muscular tail as an extra leg. These shy animals
The largest pandas grow to be about 250 pounds (115 live about 6 years in the wild and up to 20 in captivity.
kg).Pandas have the most specialized diet of any of the These herbivores (plant-eaters) eat grass, leaves, and
bears. Their diet is almost exclusively two species of roots. They swallow their food without chewing it and
bamboo (arrow and umbrella bamboo). Giant pandas later regurgitate a cud and chew it. Roos need little
are mostly shy, solitary animals. They live most of their water; they can go for months without drinking, and
lives alone. they dig their own water wells.

15
Test of Interactive English HANDBOOK

SAMPLE LOGBOOKS (INVESTIGATION)

Healthy Tips
It’s not hard to stay healthy. You don’t have to lift 500 Kilo weights for one hour everyday. Here are
some tips on the subject...

Nutrition Sleep
Think of your body as a big machine working all day
long. After a hard day, your “body machine” needs to
recharge.
Sleep is the recharge time. Unlike any machine, your
body never turns completely off. The brain is still
sending messages and screening out unimportant
noises so you don’t wake up at every cricket. Your
heart is still beating too. It’s things like these that work
24/7.
Sleep is important to recharge your body and it’s also
important for your brain. No one is sure what the brain
does when you’re asleep, but some scientists think
that sleep is the time when the brain sorts through
and stores information, solves problems, and replaces
chemicals.
If you’re between the ages of 5 and 12, you need about
8 to 10 hours of sleep each night. But it’s different for
everybody. Some kids might need more sleep and
some might need less.

You should eat healthy. Having a soda and chips Here are some great tips to help you catch your ZZZ’s:
for every meal is not what I mean. You need to eat • Try to go to bed at the same time each night.
a balanced diet. That means you need foods from • No sodas with caffeine or hot chocolate after
different food groups each day. Look in this chart to dinner. No pre bed TV. shows or movies.
see what is good to eat every day. • Playing a sport after dinner helps, but if you play to
close to bedtime it won’t.
• Ahhh-- a warm bath really helps to relax you if you
Exercise can’t fall asleep or read.

The best thing for us kids to do is to do

a little stretching every morning, play
outside when we can, and a bike ride on
the weekends can’t hurt either.
Your heart is a muscle, and believe it or not,
it is your strongest one. But you can make it
stronger. It can’t lift weights so you have to
do aerobic (air-oh-bick) exercises to make
it stronger. You know when you do aerobic
exercise because you usually work up a
sweat.
It’s a good idea for us kids to do aerobic
exercises 2 or 3 times a week for 20 to
30 minutes at a time. Some well-known
aerobic exercises are: swimming, basketball,
hockey, jogging, rowing, dancing, skipping,
jump rope, and even hopscotch.
Exercise also helps make your bones
stronger! Your bones get stronger by
becoming denser. If you don’t exercise,
your bones lessen in density and become
weaker.

16
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