PEIC YL Quickmarch flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Listening heard twice

Standard PEIC YL procedure: each recording is played two times. First pass answers gist or main-idea items; second pass confirms specific numbers, names, and spellings.

Distractor then correction

In listening texts a wrong detail is often spoken first and corrected later ('not Tuesday, Wednesday'). The corrected value, usually the last one stated, is the answer.

Number contrast pairs

Similar-sounding numbers are tested: thirteen/thirty, fifteen/fifty, 7:15/7:50. Writing digits as they are heard prevents confusing these pairs during the recording.

Spelling aloud in pauses

Names and places are spelled letter by letter with pauses. The candidate writes each letter during the pause rather than waiting for the complete word.

Intonation marks question type

Rising intonation marks a yes/no question; falling intonation marks a wh-question or statement. Tone therefore tells the listener what kind of reply is expected.

Multi-feature picture matching

Picture options are checked against every feature stated in the recording. A picture matching only one detail is a distractor; the correct picture satisfies all stated features.

Instruction sequencing

Classroom-instruction recordings list actions in order (open, draw, colour). The order of verbs heard is the order of actions to be performed or numbered.

Pre-listening category prediction

Before the recording, the question and options reveal whether to expect a place, time, person, or reason. The first listen targets only that category of information.

Skimming for gist

Reading the title, first sentence, and last sentence of each paragraph gives the main idea. The correct main-idea option covers the whole text, not one repeated detail.

Scanning for keywords

The candidate locates a question keyword in the text and reads the surrounding sentence. Answers are usually paraphrased, so exact word matching is not required.

True, False, Not Given

True means the text states it; False means the text states the opposite; Not Given means the text is silent. Silence is not evidence that a statement is false.

Pronoun reference resolution

Words such as he, she, it, they, this, and there point back to the nearest matching noun. Resolving the reference is required before answering pronoun-based questions.

Time markers for sequencing

Words like first, then, after that, and finally establish event order. Sequence answers follow these markers, not the order events appear in the question.

Synonym substitution test

For vocabulary-in-context items, each option is substituted into the original sentence. The correct option preserves the sentence's meaning; the others change it.

Topic sentence matching

Matching a heading or sentence to a paragraph uses the topic sentence, usually the first. The match shares a concept with that sentence, not necessarily its exact wording.

One-step inference rule

Inference answers follow from stated evidence plus one logical step. An answer needing two or more unstated steps is not supported by the text and is wrong.

Short text types

PEIC YL reading texts of roughly 50–150 words include notes, emails, notices, posters, and short stories. Text type predicts the typical question focus.

Four writing criteria

Writing is marked on content (all prompt points), communicative purpose (format and register), organisation (linking and order), and language accuracy (grammar, spelling, punctuation).

Note and email format

A note or email opens with a greeting (Hi Ben, / Dear Mr Lee,) and closes with a sign-off (See you soon,). The writer's name goes below the sign-off.

Core linking words

Level-appropriate connectors are and, but, because, so, then, after that, and also. Each correctly used connector supports the organisation mark; a missing because leaves a reason unexplained.

Tense selection by purpose

Present simple covers routines and facts; present continuous covers actions in a picture; past simple covers finished events; going to covers plans. Purpose determines the tense chosen.

Picture description frame

Picture answers combine There is/There are for existence, prepositions of place (in, on, under, next to, behind), and present continuous for what people are doing.

Answer every prompt question

If an email prompt asks three questions, the reply contains three answers, each in its own sentence. Unanswered prompt questions lose content marks.

Word-count planning

A 25-word minimum is met by one greeting, two content sentences, and one closing. Counting words before finishing prevents under-length answers that lose content marks.

Three speaking parts

PEIC YL speaking has a warm-up of personal questions, a picture or prompt task, and an interaction in which the candidate asks the examiner questions.

Answer plus detail

A one-word answer scores minimally. The target pattern is an answer plus one reason or extra detail, for example 'I like football because I play with my brother'.

Auxiliary inversion for questions

Questions invert the auxiliary and subject: Do you like…?, Have you got…?, What is your favourite…? Correct inversion is required in the interaction task.

Speaking assessment criteria

Speaking is marked on communicative effectiveness, pronunciation and intonation, grammar and vocabulary range, and interactive competence covering initiating, responding, and turn-taking.

Repair phrases

Phrases such as 'Sorry, can you repeat that?' and 'I don't know the word, but it's a thing for…' keep the interaction going and do not lose marks.

Picture prompt frame

For picture prompts, say what can be seen (There is/There are), where it is (prepositions), what people are doing (present continuous), and how it feels (It looks + adjective).

Pronunciation targets

Key targets are word stress in two-syllable words (TEAcher, beGIN), final consonants (-s, -ed), and short versus long vowels (ship/sheep, full/fool).

React then answer

Turn-taking is shown by reacting before answering ('Oh, interesting!', 'Me too') and by asking a follow-up question after the examiner's answer.