Tech7_B-Text Typology_PPT_.pptx

TEXT TYPOLOGY: PASSAGE and ITEM RATING according to the ILR SCALE and the TEXT MODES

13 Sep 2021

3/26/20

Overview Definitions of reading and listening abilities ILR, Modes, and the Final Learning Objectives (FLOs) Principles of Passage Rating Alignment of Passage and Item Levels Relationship among ILR, Modes, and FLOs Passage Rating Factors Rating passages Assigning the final ILR Levels Characteristics of texts Abilities measured Review Criteria Practice session with sample passages

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Definitions of Reading and Listening Abilities “The words ‘read’ and ‘listen,’ in the context of these proficiency descriptions, mean that a person at a given skill level can thoroughly understand the communicative intent in the text-types described.” [ILR]

Principles of Passage Rating

1. Most authentic reading/listening passages can be rated according to their difficulty. [ILR & Modes]

2. Identifying the author's communicative purpose can help us rate a passage more accurately. [ILR & Modes]

3. The ILR system provides for ratings of passages by matching texts with the abilities of readers and listeners. [ILR]

4. Most passages contain language properties at multiple ILR levels, but usually can be assigned at least one Core level rating reflecting the essential elements of information. [Modes]

5. Some passages significantly exceed one ILR Base Level but do not fulfill all criteria of the next higher Base Level—they are given a Plus Level rating. [ILR]

Alignment of Passage and Item Levels Why do we rate passages? The answer has to do with the concept of alignment, a term that has two meanings:

In passage rating, alignment refers to the degree to which the various properties of a given passage “line up” with the expectations for a given ILR Level. The greater the degree of alignment in a passage, the more certain we can be of the Level of that passage.

In item design, alignment refers to the match between the ILR Level of a passage and the item(s) based on that passage.

We rate passages because passage Level determines the Levels of items that can be based on that passage.

ILR Scale Describes 11 levels of functional language use as a series of ranges of ability separated by thresholds [ILR] Approaches language functionality from three inter-related perspectives: global tasks, content and context, and accuracy [ILR] Presupposes that each level subsumes every level below it [ILR] http://govtilr.org/Skills/ILRscale1.htm

The Three Perspectives of the ILR TASK: what readers/listeners can do/understand CONTENT and CONTEXT: what topics / in what settings ACCURACY: how well

What are the Text Modes?

Child’s Modes (Levels 1-4) are a classification of texts according to “the writer’s/speaker’s communicative purpose” in writing/speaking.

The Modes provide descriptions, in ascending order, of text difficulty and complexity, with each Mode roughly corresponding to each Base Level of the ILR.

Why Do We Need Text Modes?

We already have the ILR Scale, so why do we need the Modes? Are they a “second scale,” separate from the ILR?

No. The Modes are a derivative of the ILR Scale, and a complement to it. The Modes help us rate more efficiently. Each Mode represents a communicative purpose that naturally (pragmatically) inclines speakers and writers to use language at, or near, the ILR Level best suited to accomplishing that purpose.

The Text Modes

How Do We Use the Text Modes?

If we first identify the Mode (overall communicative purpose) of a text, we already have a “ballpark” ILR Rating for that text.

For example, if we determine that the purpose of the text is to convey detailed facts, we know that the Mode is Instructive, and therefore, the ILR Rating is going to be at or near Level 2. The final rating may end up being 1+, 2, or 2+, but from the Mode, we already know the likeliest “neighborhood” of the rating.

Domains of Final Learning Objectives (FLOs) Social and Cultural Economic and Political Science and Technology Military and Security Geography: Physical, Political, and Economic

ILR, Modes, and FLOs

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This rectangle stands for all texts ever written in the TL, divided into areas indicating the ILR Levels & Modes.

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ALL TEXTS

LEVELS/MODES

ILR, Modes, and FLOs

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Next we’ll superimpose the ILR Pyramid. Notice that it doesn’t include all texts, but only those on FLO Topics [as described in the DLPT5 Framework].

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ALL TEXTS

LEVELS/MODES

ILR: FLO TOPICS

ILR, Modes, and FLOs

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The red center line indicates the most typical kinds of text for the general language user at each Level.

LEGEND

ALL TEXTS

LEVELS/MODES

MOST TYPICAL TEXTS

ILR, Modes, and FLOs

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The less typical a topic is . . . the harder the text effectively becomes . . . because the schematic knowledge required to support understanding is less familiar.

LEGEND

ALL TEXTS

LEVELS/MODES

MOST TYPICAL TEXTS

Summary of Passage Characteristics

L4 L3 All forms and styles of speaking and writing used for professional purposes – language tailored for various audiences including persuasion, representation, counseling, and literary works Evaluation, analysis, opinion, commentary, inference, hypothesis, affective language; most formal and informal registers on societal and professional topics Projective Mode Evaluative Mode

L5

Summary of Passage Characteristics

L2 L1 Narrations, descriptions, instructions, factual reports, well-known news items Announcements, notices, simple Q&A, simple conversations, simple descriptions, daily practical matters Instructive Mode Orientation Mode Isolated words/phrases, lists, formulaic expressions L0+ Enumerative/Formulaic Mode

Core The Core of a passage is the part that expresses the speaker’s/writer’s communicative purpose—that is, everything that a reader/listener must comprehend to understand the communicative purpose is in the Core. Items should target information in the Core.

Note that some types of Plus Level passage have two Cores, each of which communicates its own purpose.

Periphery Everything in a passage that is not part of the Core is considered Periphery. Peripheral information is “nice to know,” but not essential to grasping the communicative purpose. Per ILR theory, a passage has a Lower Periphery and an Upper Periphery.

The Lower Periphery includes information that is accessible below the Core Level of the passage: For example, dates and addresses that might be mentioned in a Level 3 editorial will not require L3 for comprehension. Although examinees at Level should understand the Lower Periphery, it is not rated, and should not be the focus of Items.

Periphery (2) The Upper Periphery includes information that is not strictly essential to comprehension of the Core, and is expressed at a higher ILR Level. Examples include idioms or low-frequency vocabulary that a reader/listener at the Core Level is unlikely to have encountered, but are the most fitting way to express the speaker’s/writer’s intended meaning.

Examinees are not expected to understand the Upper Periphery, and it should not be the focus of Items.

Unratable Texts Some texts can’t be rated:

Text has three or more Cores Text has two Cores, but they are not adjacent Levels (examples: 1 and 3; 2 and 4; 1 and 4) Text has unparallel properties (some text properties much harder or easier than others) Text is incoherent (doesn’t make sense)

Unusable Texts Some texts can’t be used:

Text does not represent a recognized standard form of the TL Text does not authentically represent reality in the target culture Text is unnecessarily offensive to target culture Text is unnecessarily offensive to US culture

How Do We Rate a Text? (1)

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Skill Level perspective Modes Author’s or Speaker’s perspective Communicative intent of the text TLEs Naturalness of language use and accuracy of TL texts and rendering

ILR

How Do We Rate a Text? (2)

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1. Assign a preliminary rating based on experience and training

2. Determine the rating by applying

3. Finalize the rating—be ready to explain why not above or below the assigned rating

Passage Rating Factors Based on ILR & Modes Text Mode Genre Topic Style Cultural and Information Load Discourse Organization Lexico-grammatical Elements

Listening-specific Rating Factors Speed Clarity of Audio Comprehensibility of Discourse Closeness of Accent as Required Naturalness of Speech Delivery

Rating Factors–Summary (1)

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Rating Factors–Summary (2)

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Summary: Assigning an ILR Level Final assignment of the ILR passage level is based on the ILR Skill Level Descriptions and the Modes Final assignment of the ILR item level is based on ILR Skill Level Descriptions in terms of the can-do statements and accuracy requirements Possible ILR ratings for passages and items include 0+, 1, 1+, 2, 2+, 3, 3+ and 4 “The plus level designation will be assigned when proficiency substantially exceeds one base-skill level and does not fully meet the criteria for the next base level.” (ILR)

Characteristics of Reading Texts Level 0+ Communicative intent: Enumerative [Lowe]/Formulaic [Clifford] Provide simple information of a highly frequent everyday nature Discourse organization Isolated words or fixed phrases Linguistic elements for written texts Content words of basic, everyday, immediate needs Formulaic or learned phrases

Characteristics of Listening Texts Level 0+ Discourse organization Isolated words and memorized phrases Long pauses between understood phrases and repeated requests for repetition Short utterances Audio characteristics Slower and clearer than normal Linguistic elements for spoken texts Standard dialect as defined by test specification Short utterances including isolated words, memorized phrases, or sentence fragments Number of memorized utterances in areas of immediate needs

Level 0+ Abilities Measured in DLPT5 Understand numbers, isolated words and fixed phrases, personal and place names, street signs, office and shop designations Understand a number of memorized utterances or words or phrases in areas of immediate needs Understand best those statements where context strongly supports the utterance’s meaning

Characteristics of Reading Texts Level 1 Communicative intent: Orientation [Mode] Provide simple general information Author anonymous Discourse organization Connected text (sentences) Highly predictable and loosely ordered information Linguistic elements for written texts Standard dialect as defined by test specification Short, discrete, simple sentences Occasional compound sentences Generic vocabulary Simple time frame

Characteristics of Listening Texts Level 1 Discourse organization Simple conversations Simple questions and/or answers Predictable sequence of events Repetition and/or redundancy Audio characteristics Ranging from slower and clearer than normal to normal Linguistic elements for spoken texts Standard dialect as defined by test specification Utterances including phrases, or sentence fragments, or sentences Everyday generic vocabulary Simple time frame

Level 1 Abilities Measured in DLPT5 Understand and identify general subject matter Identify most prominent detail Understand contextual meaning

Characteristics of Reading Texts Level 2 Communicative intent: Instructive [Mode] Provide densely packed and detailed factual information about situations and events Author usually anonymous Discourse organization Paragraph level Predictable sequence Linguistic elements for written texts Standard dialect as defined by test specification Emergence of complex sentences Topic-specific vocabulary Multiple time frames

Characteristics of Listening Texts Level 2 Discourse organization Conversations on routine social demands Predictable sequence of information Audio characteristics Normal speed and clarity Linguistic elements for spoken texts Standard dialect as defined by test specification Everyday topics, common personal and family news, well-known current events and routine office matters and limited job requirements

Level 2 Abilities Measured in DLPT5 Understand main ideas, details, factual information Understand sequence of events Understand cause and effect Understand facts; i.e., the lines but not between or beyond the lines

Characteristics of Reading Texts Level 3 Communicative intent: Evaluative [Mode] Information tends to be abstract, analytical, hypothetical, inferential and/or emotive in response to facts, situations, or events Information can be technical in nature Author Present Discourse organization Extended discourse Linguistic elements for written texts Standard dialect as defined by test specification Abstract, domain-specific vocabulary Wide range of grammatical structure - complex syntax “Shaping:” E.g., deliberate choice of words or phrases to indicate individual points of view

Characteristics of Listening Texts Level 3 Discourse organization Conversation, debate, or panel discussion on abstract, analytical, hypothetical, or inferential in response to facts, situations or events; information can be technical in nature Extended discourse Audio characteristics Normal speed and clarity Linguistic elements for spoken texts Standard dialect as defined by test specification Abstract, domain-specific vocabulary Deliberate use of syntax, intonation, or registers to express emotional overtones, attitudes “Shaping”: Deliberate choice of words or phrases to indicate individual points of view

Level 3 Abilities Measured in DLPT5 Get the gist of more sophisticated texts Understand points of view, explanations, arguments for or against social issues Understand high frequency idioms and interpret the idioms as used by the author Able to interpret material correctly, relate ideas and “read between the lines” Able to synthesize information and relate ideas Understand author’s implicit intents, and make inferences based on propositions Understand author’s tone and attitude

Characteristics of Reading Texts Level 4 Communicative intent: Projective [Mode] Express idiosyncratic/individualistic notions/analyses/discussions/solutions to a problem Discourse organization Extended discourse Individual style Unpredictable turns of thought Linguistic elements for written texts Standard and non-standard dialects Subtlety and nuance of expression Precise use of vocabulary/synonyms Highly individualized syntax Shared target language culture at very high level High level of abstraction, and author-shaping and organization is clearly evident

Characteristics of Listening Texts Level 4 Discourse organization All forms and styles of speech pertinent to FLO topics Extended discourse Individual style Unpredictable turns of thought Audio characteristics Normal or faster than normal Linguistic elements for spoken texts Standard and some non-standard dialects (not extreme) Tailored language including persuasion, representation, counseling and negotiating to different audiences Extensive and precise vocabulary, subtleties and nuances in all standard dialects

Level 4 Abilities Measured in DLPT5 Understand low frequency idioms and interpret the idioms as used by the author Understand sociolinguistic and cultural references and interpret these references as used by the author Understand fully all speech including social conversation, all intelligible broadcasts and telephone calls, and many kinds of technical discussions Draw/reach appropriate conclusions by evaluating details and making a judgment Make a prediction based on information presented Able to “read beyond the lines”; i.e., fully understand ramifications of texts in the wider cultural, political, or social environment Discern relationships among sophisticated written and spoken materials in the context of broad experience

Level 0+ Examples

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Reading

Listening

What time is it?

Front Page (Dari) [Audio pending recording.]

Level 1 Examples

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Cold Weather Announcement (Hindi Transcript) Apartment (Hindi)

Cold Weather Announcement (Audio File)

Level 1+ Examples

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Weather Report (Portuguese) License Plates Announcement (Dari)

Weather Report Audio File

Level 2 Examples

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Blood Drive (Swahili Transcript) Lion Attack (Swahili)

Blood Drive (Audio File)

Level 2+ Examples

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Traditional Medicine (Thai Transcript) Traditional Medicine (Audio File)

Elderly Citizens (Portuguese)

Level 3 Examples

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Economic Prospects (Vietnamese Transcript) Energy Security (Vietnamese) [Audio pending decision on how to distribute large audio files.]

Level 3+ Examples

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[Pending.]

Level 4 Examples

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What the Buffalo Tells Us

Korean Law [transcript]

Review Criteria

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Passages and Items will be rated according to the Consolidated Item Review Criteria.

Review Criteria-MC Review Criteria-CRT

Types of Plus-Level Texts

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Mixed-Mode Texts “Too Hard” Texts “Unsustained”/“Too Easy” Texts Text with a Twist (2+ only)

Types of Plus-Level Texts

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Mixed-Mode Texts: Author has two communicative purposes, leading to a text with two Cores. Cores must be “adjacent”: 1 and 2; 2 and 3; 3 and 4.

Types of Plus-Level Texts

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“Too Hard” Texts: Author has only one purpose, but chooses unusually difficult language for the topic, or writes about a topic less familiar to the general user. Level is pushed up from Base Level.

Types of Plus-Level Texts

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“Unsustained at higher level”/“Too Easy” Texts: Author has only one purpose, but chooses unusually easy language for the topic, explains/exemplifies to a great extent, or writes on a topic very familiar to the general user. Level drops from Base Level.

Types of Plus-Level Texts

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Text with a Twist (2+ only): A twist (some unexpected element) prevents the text from being predictable. Schemata work against the reader/listener. Passage is pushed up to Level 2+.

Types of Plus-Level Texts

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What about 0+? Level 0+ is an odd Plus Level that acts like a Base Level.

Level 0 readers/listeners can’t do anything useful with language, so there is no Mode/Author’s Purpose at Level 0. So, 0+ texts can’t have a “Level 0 Core” to mix with a Level 1 Core.

Glossary

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Authentic A Passage that was spoken/written by a native, for a native audience, in a native cultural context is termed “authentic.” Ideally, test Items should be based on authentic passages, but passages may be scripted to Simulate authentic passages if necessary for testing purposes.

AuthenticityThe quality of a Passage that represents its (apparent) naturalness as an example of the Target Language.

Glossary (2)

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Glossary (3)

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Glossary (4)

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Glossary (5)

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Plus Level to have an explicit Mode name (Formulaic and/or Enumerative) assigned to it. This is because, unlike other Plus Levels, 0+ functions almost as a Base Level.

Multiple-Choice (MC) DLPT5 Item format consisting of a Stem to which 4 Options respond. See also Distractor, Key.

Glossary (6)

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Glossary (7)

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Glossary (8)

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RC

Orientation: From the front page of a newspaper

TL Passage:

مشعل اميد

يکشنبه ٣ جوزا ١٣٨٨

EN rendering:

Mashal Omid [name of the news paper]

Sunday 3rd of Jawza [name of the month], 1388 [year according to Afghani calendar=2009]

1. What day of the week is mentioned in the newspaper?

(A) Sunday

(B) Wednesday

(C) Monday

(D) Saturday

Level 0+

OS: From a conversation between a woman and a man.

Female Voice: What time is it?

Male Voice: 4:30.

Female Voice: Excuse me? What time?

Male Voice: 4:30.

Female Voice: Thank you.

Male Voice: You are welcome.

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Sample Passage: ILR Level 1

An ad from a local newspaper

चांदनी चौक में दो कमरों का मकान उपलब्ध हैl दूसरी मंज़िल, नयी रसोई और लकड़ी की फर्निशिंग, बस स्टाप से ५ मिनिट पैदल की दूरी पर, शांत और स्वच्छ जगह, पार्किंग के पासl हर महीने किराया रु ७००० (पानी के साथ)l अगर रूचि है तो संपर्क करें ९८१०२४९२११ परl

Two-room apartment is available in Chandni Chawk [name of a place in Delhi]. Second floor, new kitchenette and wood furnishing [rec], 5 minutes walking distance from the bus stop, peaceful and hygienic location, close to parking. Monthly rent of Rs, 7000 (including water). If interested, do contact at 9810249211.

1. For what purpose was this ad placed?

(A) To sell office furniture.

(B) To post a job opportunity.

(C) To rent an apartment.*

(D) To promote a new business.

The correct answer is (C).

Sample Passage: ILR Level 1

This passage is a radio announcement.

Transcription:

राजधानी दिल्ली और आसपास के इलाकों में, शीत लहर जारी है। आज सुबह का न्यूनतम तापमान, पिछले दस वर्षों का निम्नतम दर्ज किया गया। पारे में आगे और गिरावट का पूर्वानुमान है। कड़ाके की, ठंड के मौसम के कारण सभी विद्यालय आज से, एक सप्ताह के लिए बंद रहेंगे। आने वाले रविवार को शिक्षण संस्थानों के, खुलने या बंद रहने की घोषणा की जाएगी।

M: The cold wave continues to sweep the capital Delhi and surrounding regions. This morningʼs minimum temperature recorded to be the lowest in the last ten years. A further fall in mercury is predicted. Due to severe chilly weather, all schools will be closed for a week from today. An announcement on opening or closing of the education establishments will be made on the coming Sunday.

1. What is one detail mentioned about schools in Delhi?

(A) Schools will serve as shelters during severe weather.

(B) Schools will have shortened hours before the holiday.

(C) Schools will install heaters starting next Sunday.

(D) Schools will close down for at least a week.*

The correct answer is (D).

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Level 1+ (Portuguese-European)

This passage is a weather report.

Esta manhã, temos um dia nublado e com nuvens baixas. O vento nas praias é forte e frio. A densa neblina é intensa e não se pode ver bem. Haverá neblina toda a manhã. O tempo melhorará ao meio-dia. A temperatura oscilará entre os vinte e os trinta graus centígrados. Mas à noite oscilará entre os cinco e os dez graus centígrados.

English Rendering:

This morning we have a cloudy day with low clouds. The wind on the beaches is strong and cold. The dense [REC] [=thick] fog is intense [REC] and one cannot see very well. There will be fog all morning [long]. The weather will get better at noon. The temperature [REC] will oscillate [REC] between twenty and thirty degrees Celsius. But at night it will oscillate [REC] between five and ten degrees Celsius.

1. What conditions are mentioned in the weather report?

(A) Foggy in the morning, with strong winds on the beaches.*

(B) Dense fog that will last all day and throughout the week.

(C) Cold and windy, with a high temperature of ten degrees Celsius all day.

(D) Cloudy and cool in some regions, but sunny and warm along the coast.

The correct answer is (A).

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Passage PGVR0270

Level: 1+

Length 46

Key

VLR-Dari

Orientation: An announcement in a newspaper

Passage:

اطلاعيه رياست عمومى ترافيک

به اطلاع مالکان کليه عراده جات شخصى وتجارتى ميرسانيم،اگر تا اکنون نمبر پليت و جوازالسيرقانونى بدست نياورده باشيد. غرض دريافت اين اسناد قانونى الى ختم سالجارى به دفاتر رياست ترافيک در مرکزو ولايات کشور مراجعه نمايند.

Rendering:

General Traffic administration/ department announcement;

We inform all business and private vehicles owners. If you have not gotten [applied for] your registration and license plate until now, to receive these legal documents go to the traffic offices in the center and provinces by the end of this year.

Item

PGVR0271

1. What is the purpose of the announcement?

A. To remind the public about registering their vehicles.

B. To encourage the public to report traffic accidents.

C. To inform the public about professional driving classes.

D. To tell the public the regulations to sell their vehicles.

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Sample Passage: ILR Level 2

From an online news reportWakazi watatu wa kijiji cha Muungano, Halmashauri ya Wilaya ya Lindi Vijijini, wamejeruhiwa vibaya baada ya kushambuliwa na simba waliyekuwa wakimsaka.

Majeruhi hao kwa sasa wamelazwa katika hospitali ya Sokoine ambayo ni ya wilaya wakiuguza majeraha.

Tukio hilo lilitokea Desemba 23, mwaka huu, saa 1:30 usiku. Waliolazwa ni Bw. Omari Rowe (70), Ally Michenje (73), na Ally Nampaya (80). Wakizungumza kwa shida hospitalini hapo, majeruhi hao waliiambia PST kuwa, walipatwa na mkasa huo wakati wakimsaka simba huyo kufuatia kumkamata mmoja wa wanakijiji Bi. Hadija Kifaranga.

Walisema baada ya tukio hilo, wanakijiji hao waliamua kuanzisha msako na kuwazingira simba hao katika kichaka walichokuwa wamejichimbia.

Walisema, wakati wakiwa katika harakati hizo, simba wawili walifanikiwa kutoroka.

Hata hivyo, walisema mmoja wa simba hao alicharuka na kuanza kuwashambulia akijaribu kupata upenyo ili akimbie na ndipo alipowajeruhi. "Lakini pia tulifanikiwa kumuua simba huyo" alisema Bw. Nampaya. Walisema hilo ni tukio la pili katika kipindi cha miaka miwili iliyopita.

Walisema mwaka jana, walimuua simba mmoja kwa kutumia silaha za asili, baada ya kumjeruhi mwanakijiji mwenzao Bw Rajabu Namata. Mganga Mfawidhi wa Hospitali ya Sokoine, Dk. Yohana Mbezi, aliiambia PST, ofisini kwake kuwa hali za majeruhi hao zinaendelea vizuri baada ya kupatiwa matibabu.

EN rendering

Three residents of Muungano village, [in] Lindi Rural District, have been badly injured after being attacked by a lion they were hunting down [searching for].

The injured are now admitted at Sokoine Hospital [REC] which is a district [hospital] nursing their injuries.

The event occurred on December [REC] 23 [REC], this year, at 1:30 hours at night [=7:30pm].

Those admitted are Mr. Omari Rowe (70), Ally Michenje (73), and Ally Nampaya (80).

Speaking with difficulty at the hospital [REC], the injured told PST [name of newspaper] that the incident befell them when they were hunting down the lion after it caught [=attacked] one of the villagers [,] Ms. Hadija Kifaranga.

They said after the incident, the villagers decided to start a hunt down and surrounded the lions in a thicket [=bush] where they [lions] had hidden themselves.

They said that, as they were in the process [=struggle], two lions managed to escape.

However, they said one of the lions became agitated and started attacking them attempting to get an opening in order to escape and that's when it injured them.

"But we also managed to kill the lion," said Mr. Nampaya.

They said that this was the second occurrence in a period of two years.

They said last year they killed one lion using traditional weapons after it injured a fellow villager, Mr. Rajabu Namata.

The Chief Doctor of Sokoine Hospital [REC], Dr. [REC] Yohana Mbezi, told PST [name of newspaper] at his office [REC] that the conditions of the injured continue well after receiving treatment.

1. What is one incident reported?

(A) A veterinarian was accused of illegally selling endangered animals.

(B) People set traps in an effort to protect themselves from animal attacks.

(C) Wildlife officials accidentally shot protected animals.

(D) Villagers were injured as a result of an animal attack. *

2. What is one thing reported that led to this incident?

(A) Wildlife workers tried to capture a diseased animal for research.

(B) A lion cub was brought to the animal hospital by a wildlife worker.

(C) A lion became agitated when surrounded by villagers.*

(D) Villagers injured a protected animal while clearing a thicket.

Sample Passage: ILR Level 2

This passage is from a news report.

Transcription:Sauti ya Kiume:

Klabu za Rotary za jijini Dar es Salaam kwa kushirikiana na shirika la Mpango wa Damu Salama nchini NBTS wameandaa shughuli ya kuchangia damu leo kuanzaia saa mbili leo asubuhi, ambayo inafanyika kwenye vituo vitatu jijini Dar es Salaam.

Mwenyekiti wa kampeni hiyo Doris Deonatus ameiambia Channel Ten kuwa lengo la kampeni hiyo ni kutunisha mfuko wa benki ya damu ili kuwasaidia Watanzania wenye uhitaji na kwamba vituo vitakavyohusika ni Mabibo Hosteli, Soko la Kariakoo na viwanja vya Karume, katika zoezi litakaloanza saa mbili asubuhi mpaka saa kumi na mbili jioni.

Bi Deonatus ametoa wito kwa wakazi wa Dar es Salaam wenye umri wa kuanzia miaka kumi na nane na wenye uzito zaidi ya kilo hamsini [50], wasio na magonjwa ya muda mrefu kujitokeza kwenye kimoja kati ya vituo hivyo ili kuchangia damu ya kuokowa maisha.

Sauti ya Kike:

Pia kuisaidia huu mpango wa kuchangia damu salama wa taifa katika ukusanyaji wa damu kwa sababu hospitali nyingi za Tanzania zina upungufu wa damu na takwimu zinaonyesha kwamba inahitaji units of blood elfu tano laki tano kila mwaka na huu mpango wa damu salama tumeweza kukusanya units of blood laki mbili tu.

EN rendering

Male Voice:

Rotary Clubs[REC] of Dar es Salaam in collaboration with the corporation for safe blood program in the country, NBTS[=National Blood Transfusion Services] [REC] have organized an event for blood donation today starting at eight [2 hours=8am] in the morning today, which takes place at three centers in Dar es Salaam city.

The chairman of the campaign [REC] Doris Deonatus told Channel Ten [= proper noun] that the objective of the campaign [REC] is to fund blood bank [REC] in order to help Tanzanians who are in need [of blood] and that the concerned centers are Mabibo Hostel [REC], Kariakoo market Karume grounds, in an activity that will begin at two hours in the morning[=eight am] until twelve o'clock [=six pm] in the evening. Ms. Deonatus has urged residents of Dar es Salaam aged from eighteen years and weighing over fifty kilos [50kgs] [REC], with no chronic health problems to come out [=forward] to one of the centers so as to donate blood for saving life.

Female Voice:

Also to help this national program on donating safe blood in the collection of blood because many hospitals [REC] in Tanzania have shortage of blood and statistics indicate it five hundred, needs five hundred thousand units every year and with this program on safe blood we have been able to collect two hundred thousand units only.

1. What is this news report mainly about?

(A) A fundraiser being organized for a new blood transfusion center.

(B) Health care workers being trained to handle blood safely.

(C) Citizens urged to donate blood in an upcoming drive.*

(D) A program designed to teach youth about blood types.

1. What is one piece of information the woman mentions regarding blood?

(A) Statistics show many people fear giving blood.

(B) Hospitals are experiencing a shortage in blood.*

(C) New techniques are available for blood testing.

(D) Rare blood types are in high demand in hospitals.

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Level 2+

From an opinion piece in a daily newspaper column

Soubemos, pela comunicação social, que foram encontrados os corpos em decomposição de mais quatro pessoas idosas nas suas residências. Desde o início do ano, foram descobertas doze pessoas, dias, semanas ou até meses depois de terem morrido, no recolhimento da sua solidão. Ninguém – familiares, amigos ou vizinhos – deu rapidamente pela falta deles. Na verdade, elas já tinham morrido há muito tempo. A sua morte social precedeu a morte biológica.

No nosso mundo actual esquecemo-nos dos nossos velhos, familiares e amigos, condenando-os, por vezes, a uma morte pela solidão, e damos vida aos produtos da celebrada civilização do "ter", com o nosso consumismo desenfreado e irracional.

Estas mortes tristes, silenciosas e envergonhadas são um duro libelo acusatório contra a nossa civilização. É certo que a esperança média de vida aumentou cerca de doze anos desde há quarenta anos atrás, o que, a par da queda drástica da natalidade, contribuiu para que a percentagem de pessoas idosas crescesse de 9,7 %, nessa época, para 16,4 % actualmente, de acordo com o último censo. Porém, é incoerente aumentar a esperança de vida se não soubermos proporcionar uma existência condigna às pessoas idosas.

Inscrever o direito à felicidade na Constituição será inconsequente, mas a família, a comunidade e o Estado têm de assumir a missão de apoiar as pessoas mais vulneráveis e solitárias.

English Rendering

We learned, through the social [rec] communication [rec] [= media], that the bodies in decomposition [rec] of four elderly individuals were found in their residences [rec]. Since the beginning of the year, twelve people were discovered, days, weeks or even months after they died, in the retirement of their solitude. No one– family, friends or neighbors – missed their absence quickly. In fact, they had already died long ago. Their social death preceded [rec] their biological [rec] death.

In our current world: we forget about our elderly family and friends, condemning [rec] them, sometimes, to a death from solitude, and we give life to the products [rec] of the celebrated [rec] civilization [rec] of the "to have", with our irrational [rec] and unrestrained consumerism [rec].

These sad, silent, and ashamed deaths are a harsh accusatory [rec] indictment against our civilization. It is true that the average life expectancy increased by around twelve years since forty years ago, which, together with the drastic [rec] fall in birth rates, contributed [rec] to the percentage of elderly people to grow from 9.7, at that epoch [rec], to 16.4 today, according to the latest census [rec]. However, it is incoherent [rec] to increase the life expectancy if we do not know how to provide a dignified existence [rec] to the elderly people.

To inscribe [rec] [= include]the right to happiness in the Constitution [rec] would be inconsequential [rec], but the family, the community and the State [rec] must assume [rec] the mission of supporting the most vulnerable [rec] and solitary people.

1. What social issue regarding elderly citizens does the author address?

(A) Elderly citizens lack the resources to pay for medical care.

(B) Elderly citizens are being sent to nursing homes.

(C) Elderly citizens are not receiving proper support from society.*

(D) Elderly citizens do not appreciate the need for social media.

The correct answer is (C).

2. According to the author, what does society value?

(A) Society values individual choice more than general agreement.

(B) Society values constitutional rights more than wise judgment.

(C) Society values youth more than the wisdom of age.

(D) Society values material goods more than social relationships.*

The correct answer is (D).

Level 2+

(Thai)

This passage is from a report about a medical topic.

ผู้หญิง: ขณะที่คณะแพทย์ผู้เชี่ยวชาญด้านสมุนไพร พยายามผลักดันการรักษาโรคด้วยสมุนไพรกว่า 500 ชนิด มีการจัดตั้งหน่วยงานแปรรูปสมุนไพรให้เป็นตัวยาเพื่อผลักดันเข้าสู่ระบบการรักษาตามโรงพยาบาลต่าง ๆ แต่ก็พบปัญหาเรื่องต้นทุนสูง ประกอบกับคณะแพทย์และพยาบาลไม่มีความรู้เรื่องสมุนไพรไทย ทำให้ไม่ได้รับการตอบรับที่ดี

ดังนั้นทางสถาบันแพทย์แผนไทยประยุกต์ ศิริราชพยาบาล โรงพยาบาลเจ้าพระยาอภัยภูเบศร์ร่วมกับกระทรวงสาธารณสุขเร่งฟื้นฟูด้วยการจัดตั้งสถาบันสอนศาสตร์แพทย์แผนไทยและจัดตั้งศูนย์คลินิกรักษาสมุนไพรไทย เพื่อผลิตบุคลากรให้มีความเชี่ยวชาญและเร่งพัฒนาระบบประสิทธิภาพยาให้ทันสมัยควบคู่กับวิธีการรักษาแบบดั้งเดิม ผู้ชาย: "คือสมุนไพรเนี่ยก็เป็นของที่หาง่ายนะครับ นะ ปลูกขึ้นเองก็ได้นะครับ หรือหาตามป่าตามดงที่อยู่ใกล้ ๆ บ้านเราก็ได้นะครับ นะ มันก็จะไม่มีราคาแพงใช่ไหมฮะ เราไปเก็บมาเอง นะ ตอนนี้ที่เราทำก็คือ อันที่หนึ่งบางอย่างเราก็แนะนำวิธีการใช้ ให้ประชาชนใช้เองเลยจากสมุนไพรที่เก็บมาได้นะครับ นะ ใช้สด ๆ ก็ดีนะครับ เอามาตากแห้งชงเป็นชา เป็นอาหารอย่างนี้นะครับ ก็แนะนำนะครับ ระดับสูงขึ้นมาหน่อยก็ให้ชุมชนนะครับ องค์กรในชุมชน เช่น...เช่น ชมรมต่าง ๆ นะครับ น่ะ มีความรู้เรื่องการผลิตสมุนไพร แปรรูปสมุนไพรมาใช้ ประโยชน์ในเรื่องสุขภาพ นะ อันนี้ก็ต้นทุนก็ต่ำ"

Translation:

A group of medical doctors who have the expertise in [Thai] herbs are trying to push using more than 500 types of herbs to treat illnesses. The organization to process herbs into medicines was set up, in order to push herbal remedies into hospitals' healthcare system, but there are problems of high cost, as well as medical doctors and nurses do not have knowledge about Thai herbs, so Thai herbs have not received a good response.

Thus, the Applied Thai Traditional Medicine, Faculty of Medicine Siriraj Hospital, Chao Phraya Apai Phubet Hospital, and Ministry of Public Health join forces to restore herbal remedies by setting up the Institute of Thai Traditional Medicine, and Thai Herbal Medicine Clinic [REC] Center, to produce the [herbal] experts and speed up the modernization of medicine efficiency system, together with using traditional treatment method.

"Herbs are easy to find. They can be planted or found in the forest, jungle, that [is] near our homes. Because we [=people] pick them ourselves, the prices are not expensive, aren't they? What we [=the Institute of Thai Traditional Medicine, and Thai Herbal Medicine Clinic Center] are doing now, first, we advise people how to use some herbs that they pick, which can be used fresh, sun dried to make tea, or used as food. The advanced step, we teach people in the community, community organizations such as clubs about knowledge of herbs, herbs processing, and health benefit. These [=to provide knowledge] are low cost."

1. According to the report, what is one problem regarding the use of herbal medicines in hospitals?

(A) Health officials are worried about side effects of herbal remedies.

(B) Many health care professionals are unfamiliar with herbal remedies.

(C) Drug companies have opposed the introduction of herbal remedies.

(D) Many insurers refuse to pay doctors who prescribe herbal remedies.

The correct answer is (B).

2. What is one goal of the partnership mentioned in the report?

(A) To educate community organizations about medicinal herbs.

(B) To work with foreign companies that prepare herbal medicines.

(C) To attract investors interested in production of medicinal herbs.

(D) To assure medical professionals of the safety of herbal medicines.

The correct answer is (A).

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Sample Passage: ILR Level 3

From a news editorial

An ninh năng lượng vốn được coi là “chìa khóa” để mỗi quốc gia và nền kinh tế của mình được “bảo vệ” khỏi các nguy cơ có thể ảnh hưởng đến trạng thái kinh tế - xã hội của quốc gia và làm chậm hoặc ngăn cản đà tăng trưởng kinh tế.

Việc phát triển năng lượng phải gắn liền với chiến lược phát triển kinh tế - xã hội, và phù hợp với xu hướng hội nhập quốc tế, do vậy cần sử dụng nguồn tài nguyên một cách hợp lý, đồng bộ với các chiến lược an ninh quốc phòng và phát triển kinh tế. Ngoài ra việc phát triển năng lượng cần gắn chặt với việc giữ gìn môi trường sinh thái, bảo đảm cho phát triển bền vững.

Tăng trưởng kinh tế thường gắn liền với gia tăng nhu cầu tiêu thụ năng lượng, đặc biệt là điện năng. Mức tăng trưởng cao của tiêu thụ điện năng (khoảng 14%/năm) trong tương lai gần sẽ gây ra sự thiếu hụt năng lượng và sức ép phải xây dựng thêm các nhà máy điện.

Đại diện Viện khoa học Năng lượng cho biết, nguồn thủy điện ở Việt Nam được ước tính có tiềm năng khai thác khoảng 80 tỷ KW/năm, trong khi đó nguồn năng lượng tái tạo có tiềm năng dự báo không quá 10 nghìn MW. Do đó, trong vòng 20 năm tới, nguồn điện năng có thể thiếu hụt lên tới trên 50 tỷ KW.

Hiện tại, vấn đề chính liên quan tới nguồn năng lượng truyền thống là biến động giá dầu và các nguồn tài nguyên năng lượng dần cạn kiệt. Theo dự tính, các mỏ dầu tại Việt Nam đang cho thấy dấu hiệu đi xuống về sản lượng. Trong khi đó, việc khai thác than cũng bị hạn chế bởi hạ tầng thiết bị kỹ thuật lạc hậu, không an toàn, tăng nguy cơ ô nhiễm môi trường.

Bộ năng lượng đề xuất chiến lược phát triển các dạng năng lượng tái tạo và năng lượng lấy từ thiên nhiên, tránh và giảm nhẹ các tác động ô nhiễm trong các khâu hoạt động năng lượng để bảo vệ môi trường. Giá năng lượng cũng cần được điều chỉnh để tạo tính cạnh tranh trong thị trường năng lượng.

Energy security is considered to be the “key” for each nation, and its economy [is] to be “protected” from dangers that may [negatively] impact socioeconomic situations in each nation and slow down or obstruct the momentum for economic growth.

Energy development should be closely connected with socioeconomic development strategies and appropriate with the trend of international integration; therefore, [we] need to use natural resources properly and in compatibility with national defense security…