SEW3

Introduction

Candidate profile
A candidate who has successfully passed SEW 3 can:
• understand complex and extended speech used in the discussion of reasonably familiar subjects
• communicate with some spontaneity and engage in extended conversation by giving clear descriptions and expressing and explaining views on most general subjects
• initiate, maintain and end the discourse with effective turn-taking
• demonstrate a sufficient range of language to produce stretches of discourse, using some complex sentence forms and without much searching for words whilst correcting most of their own mistakes. This profile is based on the level Independent User, B2.3 of the Council of Europe’s Common European Framework of Reference for Languages: Learning, teaching, assessment (2001).

Format
The SEW 3 examination consists of the following:
• Telephone task - Guidance
• Interactive task - Guidance
• Introductions
• Presentation of a topic - Guidance
• Examiner-led topic discussion - Guidance
• Discussion on one subject area - Guidance
• End of examination and leave-taking.

Procedure
The examination begins with the Telephone task. The candidate is shown to the telephone room by the supervisor, where they are given a written prompt. The candidate has a short time in which to read the prompt and, if they wish, make notes. The candidate then telephones the examiner, who is in another room. It is the responsibility of the candidate to initiate the conversation in order to discuss and resolve the issue and bring it to a successful close. This task lasts no more than three minutes.
When this phase is over the candidate and examiner stay on the phone for the Interactive task. The examiner remains in the same role as in the Telephone task and gives the candidate a verbal prompt to which the candidate has to respond by questioning the examiner to find out more information, evaluate options and offer opinions. Once the examiner has set up the situation the candidate takes responsibility for maintaining the interaction. This phase lasts no more than four minutes. If the candidate fails to initiate or to maintain the interaction the phase will not extend to the full four minutes.
Once this phase is over the candidate will go to the examination room and meet the examiner. The examiner introduces themselves and spends a few moments setting the candidate at ease. The examiner also asks the candidate for their ID and the examination proceeds to the next phase.
The examiner invites the candidate to present their work-related topic. The candidate provides the examiner with a written outline of the topic in note form before starting their presentation.
The candidate gives an oral Topic presentation. The examiner makes notes during the presentation to inform the following discussion. This phase lasts no more than five minutes.
After bringing the presentation to an end, the examiner initiates the Topic discussion by asking for clarification, exemplification and further debate of the issues raised in the presentation. This phase lasts no more than five minutes.
After this, the examiner moves on to the Discussion. The examiner selects one of the subject areas listed for this phase (see page 34) and engages the candidate in conversation. During the discussion the candidate gives information, makes statements and responds as appropriate. This phase lasts no more than five minutes.
The examiner brings the phase and the examination to an end.

Assessment
The examiner assesses the candidate’s performance by selecting one of four levels of performance
and awards a letter grade A, B, C or D for Task fulfilment for the Telephone task, Interactive task, Topic presentation, Topic discussion, and Discussion phases. These can be classified as follows:
A — Distinction
B — Merit
C — Pass
D — Fail
The combination of the five letter grades, i.e. the ones awarded for the Telephone task, Interactive task, Topic presentation, Topic discussion and Discussion, provides the overall level of achievement. The examiner gives a provisional indication on the Report form as to whether the candidate has passed or failed.
Examiners indicate key areas which are in need of improvement by using the appropriate tick boxes provided on the Report form.

Format
Total examination time: 23 minutes
(including 1 minute for room change after the Telephone task)
The examination consists of five assessed phases:
• Telephone task (up to 3 minutes)
• Interactive task (up to 4 minutes)
• Topic presentation (up to 5 minutes)
• Topic discussion — examiner-led (up to 5 minutes)
• Discussion on one subject area selected by the examiner (up to 5 minutes).

Candidate performance
In performing the required tasks, the candidate is expected to demonstrate the following communicative skills and use the language items listed overleaf.

Communicative skills

In the Telephone task
• Initiate and maintain the discourse
• Use appropriate register and conventions as required by the task
• Show understanding of the examiner by responding appropriately
• Seek clarification of the written prompt if necessary
• Take, keep, give up and offer turns when appropriate to do so
• Where appropriate to the individual task, include exponents of the functions listed below

In the Interactive task
• Initiate the discourse
• Maintain the discourse by asking for information, and commenting and elaborating on the responses obtained
• Develop the discussion by encouraging comment and opinion from the examiner
• Take, keep, give up and offer turns when appropriate to do so
• Where appropriate to the individual task, include exponents of the functions listed below

In the Topic presentation
• Give an informative presentation on a chosen subject, with an identifiable structure, using discourse connectors and cohesive devices, highlighting significant points
• Introduce the presentation, develop and support particular points of view and conclude

In the Topic discussion
• Show understanding of the examiner by responding appropriately
• Handle interruptions by recapping and recovering
• Engage the examiner in discussion of the topic by inviting questions and commenting on the ideas in the presentation

In the Discussion
• Show understanding of the examiner by responding appropriately
• Take more responsibility for the maintenance of the interaction with the examiner
• Follow up on comments from the examiner in order to develop the conversation
• In case of a breakdown in communication, use paraphrasing and circumlocution

One subject area for discussion will be selected by the examiner from the list below:
• Advertisers and consumers
• Conditions of employment
• Environmental issues in business
• Relationships at work
• Technology and communication

Functions
• Expressing abstract ideas
• Expressing feelings and emotions such as regrets, wishes and hopes
• Expressing assumptions and speculating
• Expressing impossibility
• Reporting the conversation of others
• Persuading and discouraging
• Evaluating options
• Hypothesising
• Evaluating past actions or course of events

Language production
The candidate is expected to demonstrate the ability to use the items listed below, in addition to the items listed for the previous SEW levels.

Grammar
• Present perfect continuous tense
• Past perfect tense (including continuous form)
• Reported speech
• Third and mixed conditionals
• Should/must/might/could + present perfect tense
• More complex forms of the passive with modals
• Verbs followed by gerund and/or infinitive, e.g. forget, stop, go on, remember
• Correct verb patterns after wish and hope
• Linking expressions, e.g. even though, in spite of, unless, although
• Cohesive devices, e.g. so to continue, in other words, for example

Lexis
• Vocabulary specific to the topic category and subject areas
• Reporting verbs, e.g. say, tell, ask, report, advise, promise
• Appropriate words and expressions to encourage further participation, e.g. And then? And what about you?
• Cohesive devices to recap and recover, e.g. As I was saying, anyway…
• Hesitation fillers, e.g. I mean, you know
• Stock phrases to gain time for thought and keep the turn, e.g. Well, let me think…

Phonology
• The correct pronunciation of vocabulary specific to the topic category and subject areas
• Rising and falling intonation for keeping, giving up and offering turns
• Stress, intonation and pitch relevant to the functions listed above
• Stress and rhythm to highlight and emphasise main points and ideas
• Stress, intonation and pitch to convey emotion and attitude