151165 esol skills for life handbook for teachers document
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Certificates in
ESOL Skills for Life
Entry 1, 2 and 3
Levels 1 and 2
Handbook for Teachers
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1ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
CONTENTS
Contents
Introduction
Certificates in ESOL Skills for Life an overview
Grading and results
Valid and fair assessment
High-quality administration
Outstanding teacher support
Reading mode
Writing mode
Speaking and Listening mode
Sample papers
About Cambridge English Language Assessment
Key features
Note: A selection of past papers is available for download from
www.cambridgeenglish.org/sfl
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INTRODUCTION
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS2
Introduction
Skills for Life is the UK governments strategy for improving the skills of adults (post 14)
in literacy, numeracy, information technology (IT) and ESOL (English for Speakers of Other
Languages) in England, Wales and Northern Ireland. All qualifications for adult learners
of English in the state sector which relate to the strategy must be based on the Adult
ESOL Core Curriculum a development of the National Standards for Adult Literacy and
accredited by Ofqual (the Office of Qualifications and Examinations Regulation).
Cambridge English Language Assessments Certificates in ESOL Skills for Life also reflect
the content of the Life in the UK test, as well as the Life in the United Kingdom: A Journey
to Citizenshiphandbook. For details of how these certificates may be used as part of an
application for UK residency and citizenship, see the UK Home Office website, atwww.ukba.homeoffice.gov.uk/visas-immigration/settlement/knowledge-language-life/
demonstrating
Our Certificates in ESOL Skills for Life provide flexible assessment of ESOL learners in
England, Wales and Northern Ireland, whilst minimising the workload for teachers and
administrators. They reflect the use of English in everyday life, and are fully based on the
Adult ESOL Core Curriculum.
Following accreditation by Ofqual, our certificates feature as part of the National
Qualifications Framework (NQF). A full list of accredited qualifications in the UK can be
found at register.ofqual.gov.uk
The certificates are taken at authorised Cambridge English Language Assessment
examination centres. There is an extensive network of centres offering these examinations.
A list of centres is available at www.cambridgeenglish.org/sfl
http://www.ukba.homeoffice.gov.uk/visas-immigration/settlement/knowledge-language-life/demonstratinghttp://www.ukba.homeoffice.gov.uk/visas-immigration/settlement/knowledge-language-life/demonstratinghttp://register.ofqual.gov.uk/http://www.cambridgeenglish.org/sflhttp://www.cambridgeenglish.org/sflhttp://register.ofqual.gov.uk/http://www.ukba.homeoffice.gov.uk/visas-immigration/settlement/knowledge-language-life/demonstratinghttp://www.ukba.homeoffice.gov.uk/visas-immigration/settlement/knowledge-language-life/demonstrating -
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3ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
OVERVIEW
Certificates in ESOL Skills for Life
an overview
Certificates in ESOL Skills for Life from Cambridge English Language Assessment contribute
to the Skills for Life initiative by providing assessment of English for Speakers of Other
Languages which is designed around the standards for adult literacy and the Adult ESOL
Core Curriculum. They meet the needs of a diverse range of adult ESOL learners resident or
seeking residence in England, Wales and Northern Ireland.
Cambridge English Certificates in ESOL Skills for Life
wholly externally assessed by trained and experienced examiners available on demand to suit the learner and the learning provider
can be eligible for government funding
profiled results for individual learner feedback
fast turnaround of results
available as an all-mode qualification (Speaking and Listening, Reading, Writing) or as a
single-mode Speaking and Listening qualification
Levels
Our ESOL Skills for Life certificates are available at Entry 1, Entry 2, Entry 3, Level 1 and
Level 2 on the National Qualifications Framework.
Prior learning
The tests are designed to offer progression through the levels, and at any one level the
prior language knowledge and attainment required is that defined in the standards and
curriculum for the NQF level below. No specific language knowledge or experience is
required for Entry 1. For more information on the Adult ESOL Core Curriculum, please visit
www.excellencegateway.org.uk/node/1516
Progression
Success in the Certificates in ESOL Skills for Life allows candidates to progress to other
Cambridge English exams, or GCSEs, A Levels and Functional Skills qualifications.
As the worlds leading provider of qualifications for learners of English, we offer additional
progression routes with our internationally recognised English language qualifications. Visit
register.ofqual.gov.ukfor a full list of accredited qualifications available in the UK.
For more information on our qualifications, visitwww.cambridgeenglish.org
http://www.excellencegateway.org.uk/node/1516http://register.ofqual.gov.uk/http://www.cambridgeenglish.org/http://www.cambridgeenglish.org/http://www.cambridgeenglish.org/http://register.ofqual.gov.uk/http://www.excellencegateway.org.uk/node/1516 -
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OVERVIEW
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS4
Content and structure
At each level, three separate modes are available:
Reading
Writing
Speaking and Listening.
Candidates may choose to enter any combination of the three modes. In order to reflect
the fact that many candidates will have varying levels of ability in different skills, it is also
possible for them to be assessed in different modes at different levels in the same exam
session. Alternatively, candidates may prefer to enter for single modes, one by one, as their
skills develop. Either way, candidates are able to build up a portfolio of achievement over
time.
A choice of pathways
Our Certificates in ESOL Skills for Life are designed to give learners the opportunity to
demonstrate their abilities in English in the full range of skills. The flexible modular structure
can ensure that the assessment of language proficiency is comprehensive.
For some learners, however, a full profile across all the modes and skills is not required; for
example, for certain employment purposes.
To enable candidates to opt for an assessment of their overall proficiency in English, or todemonstrate the level of their oral/aural skills only, we provide two pathways to an approved
qualification:
1. an all-mode qualification in Speaking and Listening, Reading, and Writing.
2. a single-mode qualification in Speaking and Listening.
The qualifications are available at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. It is important
to note that, if a learner subsequently wishes to obtain an all-mode qualification, a pass in
the single-mode Speaking and Listening qualification, with the addition of passes in Reading
and Writing, can count towards an all-mode qualification for up to three years.
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5ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
OVERVIEW
The timings for each mode are given below.
Mode
Reading Writing Speaking and Listening
Entry 1 50 minutes 40 minutes 1618 minutes
Entry 2 1 hour 50 minutes 1820 minutes
Entry 3 1 hour 15 minutes 1 hour 2022 minutes
Level 1 1 hour 30 minutes 1 hour 15 minutes 2425 minutes
Level 2 1 hour 30 minutes 1 hour 30 minutes 2627 minutes
CandidatureThe Skills for Life tests are designed for learners who are aged 16 and over whose first
language is not English, and who are living or trying to settle in England. These ESOL learners
may include refugees or asylum seekers, migrant workers, people from settled communities,
and partners or spouses of people who are settled in this country for a number of years.
It is expected that the learners educational and employment backgrounds will be diverse,
as well as their aspirations, literacy levels and language learning skills. This diversity is
reflected in the range of material selected for use in these tests and in the task types which
candidates need to complete. Most of the topic areas correspond to themes contained in theESOL Citizenship/Life in the UK syllabus.
At Entry 13 candidates will encounter topics in the tests which are both familiar and
relevant to them as learners of English. Topics may include:
personal details/experiences
work
education/training
housing
family and friends health
transport
weather
buying goods
leisure
UK society.
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OVERVIEW
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS6
At Levels 1 and 2, the tasks are designed to reflect the fact that the needs of ESOL learners at
these levels will be predominantly educational or professional, though broader social issues
are also included in the materials where appropriate. Therefore, in addition to the above list
of topics, candidates may encounter such topics as:
careers
academic study
information technology
the environment
law and order.
Examination opportunities are designed to ensure that each assessment experienced
by individual candidates is fair, objective and previously unseen. Mark schemes allow
candidates to reach the level via different patterns of strengths and weaknesses.
In line with the overall objectives of the Adult ESOL Core Curriculum, the choice of contexts,
topics and texts is designed to encourage an understanding of spiritual, moral, ethical and
cultural issues. It will also contribute to raising awareness of environmental issues and
health and safety considerations, as well as European developments consistent with relevant
international agreements.
Examination entries
Cambridge English Language Assessment requires entries to be made four weeks beforethe date of the proposed exam session. For Speaking and Listening tests, estimates of entry
numbers must also be submitted five weeks before the date of the proposed exam session,
along with details of dates, venues, etc. If special arrangements are required, an application
must be made at least six weeks before the examination date.
There are certain restrictions on examination entries:
The certificates are intended for learners whose first language is not English.
Centres are requested to ensure that candidates enter the examinations only at a time
when they have a realistic chance of success at the given level. With the exception of Level 1 Reading and Level 2 Reading, centres can enter candidates
for each mode at each level up to nine times a year (e.g. a centre can hold up to nine
sessions of Entry 1 Reading per year plus nine sessions of Entry 2 Reading per year, etc.).
Centres can enter Level 1 Reading and Level 2 Reading up to five times a year.
Centres must enter a minimum of four candidates per mode at each session. For
Speaking and Listening, there must be a minimum of four candidates at any one level.
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7ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
OVERVIEW
Qualification reference numbers
The following table shows the qualification reference numbers:
QualificationReference Number
Column A
Speaking andListening
Column B
Reading Writing
Entry 1 100/3942/9 100/5129/6 M/505/1965 T/505/1966
Entry 2 100/3930/2 100/5130/2 J/505/1972 L/505/1973
Entry 3 100/3932/6 100/5131/4 R/505/1988 L/505/1990
Level 1 100/4938/1 100/5133/8 T/102/9568 K/102/9566
Level 2 100/4939/3 100/5132/6 T/102/9571 A/102/9569
Note the following:
Make use of the Qualification Reference Numbers in Column A for candidates
registering for all-mode qualifications from the outset.
Make use of the Qualification Reference Numbers in Column B when recording
candidates for a single-mode, standalone Speaking and Listening qualification.
Refer to Skills Funding Agency guidelines for recording procedures if it is later decided
to use a pass in a single-mode Speaking and Listening qualification to count towards an
all-mode Skills for Life ESOL qualification.
Note also that the test structures and assessment criteria of the single-mode Speaking and
Listening examinations are identical to those of the Speaking and Listening units contained
in the all-mode examinations.
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GRADING AND RESULTS
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS8
Grading and results
Marking and gradingInformation on marking procedures can be found in the detailed guide section of this
Handbook (see page 14 onwards).
For Reading and Writing, the number of marks across the whole mode may vary across
versions of the exams. The same is true of marks available for different assessment areas
within a mode or within a task. The number of marks available is weighted in order to reflect
the importance of a task in the daily experience of an ESOL learner. Thus, in a Writing
task, for example, where communicative competence is considered more important than
grammatical accuracy in a particular task, more marks are available for text-level writing
than for sentence-level writing.
In Reading, a score in the region of 65% is required to achieve a pass grade. For Writing
and Speaking and Listening, examiners mark according to criteria based on the Adult ESOL
Core Curriculum, where candidates need to show that they can ordinarily achieve the stated
standards (detailed information on these standards is presented in this Handbook).
Grading the exams takes into account:
statistics from pretesting statistics on the candidature
statistics on the overall candidate performance
statistics on individual items (for Reading papers)
advice and recommendations of examiners
comparison with statistics on exam performance on previous test versions.
Results
Candidates ordinarily receive a statement of results approximately two to three weeks aftertaking the exam (assuming that scripts are returned promptly, and depending on the unit
taken). The statement of results indicates whether the candidate has achieved Pass or
Below Pass in the given unit. Results are issued for all units taken.
Statements of results include diagnostic feedback for test users. This feedback details
candidate performance in:
Speaking and Listening
Speak to Communicate
Listen and Respond
Engage in Discussion
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9ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
GRADING AND RESULTS
Reading (Entry 1, 2 and 3 only)
Text focus
Sentence focus
Word focus
Writing
Text focus
Sentence focus
Word focus.
Reading (Levels 1 and 2)
Diagnostic feedback is provided to Below Pass candidates only. This feedback details which
questions the candidate answered correctly and which they answered incorrectly, along with
a table describing the focus of each question in the test.
Certification
At each level, learners who achieve a Pass are awarded certificates at unit level from
Cambridge English Language Assessment. Candidates who achieve a pass in all three
modes (Reading, Writing, Speaking and Listening) receive a Level certificate, which is issued
at the lowest level of successful achievement across the modes. Certificates at mode/unit
level are valid for three years in counting towards Level Certificates.
Enquiries, appeals and complaints
Centres can make enquiries about results on behalf of candidates. It should be noted,
however, that it is extremely rare for such queries on results to lead to a change in the result,
given our strict quality assurance procedures.
After the outcome of any enquiry about results has been reported, centres may appeal
against the decision. Appeals must be made in writing and be in line with our formal appeals
procedures.
Detailed guidelines on how to make results enquiries, appeals and complaints can be found
in the Handbook for centres.
Re-taking an examination
If a candidate who has failed an examination wishes to re-take it at the same level, centres
should ensure that a sufficient amount of teaching is then made available in order to give the
candidate a realistic chance of success in the re-take. We will ensure that the candidates
performance will be re-assessed using an alternative version of the test at the same level.
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VALID AND FAIR ASSESSMENT
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS10
Valid and fair assessment
ReliabilityOur assessment systems and procedures produce accurate results and provide opportunities
for candidates to generate evidence relevant to the development of key skills. Candidates are
encouraged to provide examples of performance which are relevant, authentic, and sufficient
to determine whether they meet the required standards. In this way, test scores can be
considered a true reflection of underlying ability.
The pretesting or trialling of all our examination material before it is used by candidates is a
key factor in achieving the reliability of test results over time, and in ensuring that the same
level of ability is required regardless of test version in order to achieve a Pass. We offer the
opportunity for colleges to be involved in the pretesting of examination materials. Colleges
interested in pretesting should visit www.cambridgeenglish.org/about-pretesting or contact
us at [email protected]
Validity
We have a strong reputation for our research and validation work, aiming to provide
rigorous quality assurance for our exams at every stage of the assessment process. This is
achieved by conducting analyses and research projects for all of our assessment products,and through establishing and implementing standard procedures which are evaluated and
refined in the light of theoretical, technological and business developments.
Our Certificates in ESOL Skills for Life are demonstrably based on the Adult ESOL Core
Curriculum. As such, they provide a valid assessment to complement programmes of study
designed around the Curriculum.
Equal opportunities
Our exams are designed to be fair to all test takers, whatever their background or
circumstances. For this reason an extensive research and validation programme is
undertaken to ensure that the questions and tasks used in the exams provide an accurate
measure of test takers true abilities.
A key concern is that the exams differentiate on ability only and are free from any form of
discrimination. Special provisions are also available for test takers who would otherwise be
disadvantaged by a temporary or permanent disability or other adverse circumstances (see
Special circumstances).
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VALID AND FAIR ASSESSMENT
Special circumstances
Special circumstances covers three main areas: special arrangements, special consideration
and malpractice.
Special arrangements These are available for candidates with special requirements. They
may include extra time, separate accommodation or equipment, Braille transcription, etc.
Special arrangements can be made where an application is sent through the centre at least
six weeks before the examination date.
Special consideration We will give special consideration to candidates affected by adverse
circumstances immediately before or during an examination. Special consideration can be
given where an application is sent through the centre and is made within five working days
of the examination date. Examples of acceptable reasons for giving special consideration are
in cases of illness or other unexpected events.
Malpractice The Malpractice Committee will consider cases where candidates are
suspected of copying/colluding, or breaking the examination regulations in some other way.
Results may be withheld because further investigation is needed or because of infringement
of regulations. Centres are notified if a candidates results have been investigated.
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HIGH-QUALITY ADMINISTRATION
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS12
High-quality administration
Network of authorised exam centresOur exams can only be taken at authorised Cambridge English Language Assessment
examination centres. These centres must meet high standards of professional
integrity, security and customer service, and are subject to inspection by us. A list
of centres authorised to run the Certificates in ESOL Skills for Life can be found at
www.cambridgeenglish.org/sfl
To become an authorised centre
The Certificates in ESOL Skills for Life are designed to be manageable and cost-effective forcentres to operate, with the minimum disruption and bureaucracy. Schools, colleges and
other learning providers interested in becoming a Cambridge English Language Assessment
centre need to meet these conditions:
minimum of four candidates per mode at each session. In addition, for the Speaking and
Listening test, a minimum of four candidates at any one level
local teacher to act as interlocutor for the Speaking and Listening test
CD player for use in the Speaking and Listening test.
For more information about becoming a centre, visit www.cambridgeenglish.org/
cambridge-english-for/exam-centres/how-to-become-a-centre
Security
We take the security and integrity of our examinations very seriously. This commitment is
demonstrated by our ongoing research into new technology and training programmes which
keep us at the forefront of test construction and delivery.
ExaminersWe use a network of trained and experienced examiners, selected for their professional
expertise and located throughout the UK.
http://www.cambridgeenglish.org/sflhttp://www.cambridgeenglish.org/cambridge-english-for/exam-centres/how-to-become-a-centrehttp://www.cambridgeenglish.org/cambridge-english-for/exam-centres/how-to-become-a-centrehttp://www.cambridgeenglish.org/cambridge-english-for/exam-centres/how-to-become-a-centrehttp://www.cambridgeenglish.org/cambridge-english-for/exam-centres/how-to-become-a-centrehttp://www.cambridgeenglish.org/sfl -
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13ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
OUTSTANDING TEACHER SUPPORT
Outstanding teacher support
OnlineAs well as providing more detailed information for candidates, teachers and
centres, the Certificates in ESOL Skills for Life page on the Cambridge English
website (www.cambridgeenglish.org/sfl ) contains sample tasks, mark schemes
and scripts which can all be downloaded free of charge. Exam reports and past
papers are also available. Teachers will also be able to access classroom activities
(https://www.teachers.cambridgeesol.org/ts/exams/generalenglish). These are designed
to help teachers prepare candidates for the exams.
Face-to-face
We have developed a range of seminars specifically designed to support teachers preparing
candidates for the Certificates in ESOL Skills for Life. For the latest seminar programme and
to register, please go to http://www.cambridgeenglish.org/events/
For more information on the support available for teachers preparing candidates for the
Certificates in ESOL Skills for Life, please visit www.cambridgeenglish.org/sfl
Centre visitsWe have a team of representatives around the UK ready to visit existing or prospective
centres in order to deal with specific queries or other issues. If centres are interested in a
visit, please go to https://support.cambridgeenglish.org
http://www.cambridgeenglish.org/sflhttps://www.teachers.cambridgeesol.org/ts/exams/generalenglishhttp://www.cambridgeenglish.org/events/http://www.cambridgeenglish.org/sflhttps://support.cambridgeenglish.org/https://support.cambridgeenglish.org/http://www.cambridgeenglish.org/sflhttp://www.cambridgeenglish.org/events/https://www.teachers.cambridgeesol.org/ts/exams/generalenglishhttp://www.cambridgeenglish.org/sfl -
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READING
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS14
Certificates in ESOL Skills for Life
a detailed guide
Reading mode
All Reading tasks are designed to reflect the everyday experience of the ESOL learner. They
draw on authentic or semi-authentic texts and task types, and provide an opportunity for
candidates to respond to language in a similar way to that which is asked of them in the
daily course of their lives. Candidates can use monolingual dictionaries in the Reading tests
at Entry 1, Entry 2 and Entry 3, but dictionary use will only actually be tested at Entry 2 and
Entry 3. Dictionaries cannot be used at Level 1 and Level 2.
Entry 1, 2 and 3 Reading
Focus
At Entry 1, 2 and 3, the assessment will reflect the word, sentence and text focus of the ESOL
Core Curriculum. Candidates will be required to show that they can:
Entry 1 read and understand short texts with repeated language patterns on familiar topics
read and obtain information from common signs and symbols.
Entry 2
read and understand short, straightforward texts on familiar topics
read and obtain information from short documents, familiar sources and signs and
symbols.
Entry 3 read and understand short, straightforward texts on familiar topics accurately and
independently
read and obtain information from everyday sources.
Format
Candidates need to engage with at least three input texts and perform a variety of task
types. Tasks in the Reading mode may be linked thematically, forming a scenario both
familiar and relevant to the target candidature, and giving authentic reasons for reading ineach case.
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READING
Task types
There is no fixed format of task and item types. All tasks aim to reflect the purpose for which
a text is used in the real world. The starting point for the design of tasks is considering how
the text would be used by a real user and then, where appropriate, ensuring that tasksinvolve the candidates in the same text-processing operations.
Entry 1
Processing operations may include (among others):
understanding the overall message (gist) of a text
critical response
locating specific information in a text
factual understanding following instructions
identifying the type of text involved (advertisement, article, etc.)
identifying the purpose and/or intended audience of a text
deciding on an appropriate course of action on the basis of information in a text.
The candidate is expected to respond to a variety of item types, including:
open-ended questions requiring short responses
note-taking
true/false questions
correction tasks
three-option multiple-choice questions
matching
simple alphabetical ordering.
Entry 2 and 3
As at Entry 1, plus:
inferential understanding
use of a simplified monolingual dictionary.
Text types
The texts are based on authentic or semi-authentic material, although the language is
graded so that it is appropriate to the level. They are designed to be accessible in terms of
genre and topic to all adult learners at the level.
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READING
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS16
Entry 1 and 2
Candidates may be asked to engage with a range of text types, for example:
advertisements
public signs and notices lists
timetables
forms
records
diagrams
letters/emails
notes
leaflets
sets of instructions
simple narratives
simplified newspaper or magazine articles.
Entry 3
As at Entry 1 and 2, plus:
newspaper or magazine articles
short reports.
Marking
No input is required from teachers/colleges. Papers are marked by trained general markers.
Level 1 and 2 Reading
The Reading tests at Levels 1 and 2 both consist of 40 multiple-choice questions based on
a variety of texts replicating real-world reading skills. For both levels there are 40 marks
available and all questions must be answered within 1 hour and 30 minutes. The candidate
answers directly onto a machine-read answer sheet.
The reading tasks are designed to reflect the everyday experience of the ESOL learner. They
draw on authentic or semi-authentic texts and task types and provide an opportunity for
candidates to respond to language in a similar way to that which is asked of them in the
daily course of their lives.
Focus
At Level 1 the principal focus is to gather evidence that candidates can read and understand
straightforward texts of varying lengths on a variety of topics accurately and independently
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READING
and can read and obtain information from different sources such as reports, instructional,
explanatory and persuasive texts. Candidates will be assessed on a sample of the following
component skills:
Rt/L1.1a understand and identify the different ways in which meaning is built up inparagraphed texts in a range of genres
Rt/L1.2a distinguish how language and other textual features are used to achieve
different purposes
Rt/L1.3a understand how the main points and specific detail are presented and linked,
and how images are used to infer meaning that is not explicit in the text
Rt/L1.4a use organisational and structural features to locate information (e.g. contents,
index, menus, subheadings, paragraphs)
Rt/L1.5a use skimming, scanning and detailed reading in different ways for different
purposesRs/L1.1a use implicit and explicit grammatical knowledge, along with own knowledge
and experience to predict meaning, try out plausible meanings and to read and
check for sense
Rs/L1.2a use punctuation to help understanding
Rw/L1.2a recognise and understand the vocabulary associated with different types of text,
using appropriate strategies to work out meaning
Rw/L1.3a recognise and understand an increasing range of vocabulary, applying
knowledge of word structure, related words, word roots, derivations and
borrowings
At Level 2 the principal focus is to gather evidence that candidates can read a range of texts
of varying complexity accurately and independently and can read and obtain information of
varying lengths and detail from different sources in a wide range of text types. Candidates
will be assessed on a sample of the following component skills:
Rt/L2.1a understand and identify the different ways in which meaning is built up in a
range of paragraphed texts of varying genres
Rt/L2.2a identify the purposes of a wide range of texts, whether inferred or explicitly
stated
Rt/L2.3a identify the main points and specific detail as they occur in a range of different
types of text of varying length and detail
Rt/L2.4a understand and identify how written arguments are structured
Rt/L2.5a read critically to evaluate information, and compare information, ideas and
opinions from different sources
Rt/L2.6a use organisational features and systems to locate texts and information
Rt/L2.7a use different reading strategies to find and obtain information, e.g. skimming,
scanning, detailed readingRt/L2.8a summarise information from longer documents
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READING
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS18
Rs/L2.1a use implicit and explicit grammatical knowledge, alongside own knowledge and
experience of context, to help follow meaning and judge the purpose of different
types of text
Rs/L2.2a use punctuation to help interpret meaning and purpose of texts
Rw/L2.1a read and understand technical vocabulary
Rw/L2.2a use reference material to find the meanings of unfamiliar words
Rw/L2.3a recognise and understand vocabulary associated with texts of different levels of
accessibility, formality, complexity, and of different purpose
Format
Candidates need to engage with 11 input texts at Level 1 and 8 input texts at Level 2 and
perform a variety of task types. Tasks in the Reading mode give authentic reasons for reading
in each case.
Text types
The texts are based on authentic or semi-authentic material, although the language is
graded so that it is appropriate to the level. They are designed to be accessible in terms of
genre and topic to all adult learners at the level.
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Writing mode
All Writing tasks are designed to reflect the everyday experience of the ESOL learner. The
Writing paper draws on authentic or semi-authentic texts and task types, and provides an
opportunity for candidates to use and respond to language in a similar way to that which is
asked of them in daily life.
Focus
At each level, the Writing mode aims to gather evidence that the candidate can write in
different forms and communicate with different intended audiences. This involves awareness
of different levels of formality, and an ability to use a range of lexical and grammatical
features appropriate to the task. There are three tasks, including at least two different task
types, in Writing papers at each level.
Entry 1
The principal assessment focus of the Writing mode at Entry 1 is to gather evidence that
candidates can write to communicate information to an intended audience in documents
such as forms, lists, messages, notes and records.
This is achieved through assessment of all National Literacy Standards descriptors, and by
sampling a range of component skills, knowledge and understanding. At Entry 1, the NationalLiteracy Standards are:
Wt/E1.1 use written words or phrases to record or present information
Ws/E1.1 construct a simple sentence
Ws/E1.2 punctuate a simple sentence with a capital letter and a full stop
Ws/E1.3 use a capital for the personal pronoun I
Ww/E1.1 spell correctly some personal key words and familiar words
Ww/E1.2 write the letters of the alphabet using upper and lower case
Entry 2
The principal assessment focus of the Writing mode at Entry 2 is to gather evidence that
candidates can write to communicate information with some awareness of the intended
audience in documents such as forms, lists, messages, notes, records, emails and simple
narratives.
This is achieved through assessment of all National Literacy Standards descriptors, and
by sampling a range of component skills, knowledge and understanding. At Entry 2, the
National Literacy Standards are:
Wt/E2.1 use written words or phrases to record or present information
Ws/E2.1 construct simple and compound sentences with common conjunctions
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Ws/E2.2 use adjectives
Ws/E2.3 use punctuation correctly (e.g. capitals, full stops, question marks)
Ws/E2.4 use a capital for proper nouns
Ww/E2.1 correctly spell the majority of personal details and familiar common words
Ww/E2.2 produce legible text
Entry 3
The principal assessment focus of the Writing mode at Entry 3 is to gather evidence that
candidates can write to communicate information and opinions with some adaptation to the
intended audience in documents such as forms, notes, records, emails, letters, narratives,
simple instructions and short reports.
This is achieved through assessment of all National Literacy Standards descriptors, and
by sampling a range of component skills, knowledge and understanding. At Entry 3, theNational Literacy Standards are:
Wt/E3.1 plan and draft writing*
Wt/E3.2 organise writing in short paragraphs
Wt/E3.3 sequence chronological writing
Wt/E3.4 proof-read and correct writing for grammar and spelling*
Ws/E3.1 write in complete sentences
Ws/E3.2 use correct basic grammar
Ws/E3.3 use punctuation correctlyWw/E3.1 correctly spell common words and relevant key words for work and special
interest
Ww/E3.2 produce legible text
Level 1
The principal assessment focus of the Writing mode at Level 1 is to gather evidence that
candidates can write to communicate information, ideas and opinions clearly using length,
format and style appropriate to purpose and audience in documents such as forms, records,
emails, letters, narratives, instructions, reports and explanations.
This is achieved through assessment of all National Literacy Standards descriptors, and by
sampling a range of component skills, knowledge and understanding. At Level 1, the National
Literacy Standards are:
Wt/L1.1 plan and draft writing*
Wt/L1.2 judge how much to write and the level of detail to include
Wt/L1.3 present information in a logical sequence using paragraphs where appropriate
Wt/L1.4 use language suitable for purpose and audience
Wt/L1.5 use format and structure for different purposes
Wt/L1.7 proof-read and correct writing for accuracy and meaning*
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Ws/L1.1 write in complete sentences
Ws/L1.2 use correct grammar
Ws/L1.3 punctuate sentences correctly and use punctuation so meaning is clear
Ww/L1.1 spell correctly words used most often in work, studies and daily life
Ww/L1.2 produce legible text
Level 2
The principal assessment focus of the Writing mode at Level 2 is to gather evidence that
candidates can write to communicate information, ideas and opinions clearly and effectively
using length, format and style appropriate to purpose, context and audience in a wide range
of documents.
This is achieved through assessment of all National Literacy Standards descriptors, and
by sampling a range of component skills, knowledge and understanding. At Level 2, theNational Literacy Standards are:
Wt/L2.1 plan and draft writing*
Wt/L2.2 judge how much to write and the level of detail to include
Wt/L2.3 present information and ideas in a logical or persuasive sequence, using
paragraphs where appropriate
Wt/L2.4 use formal and informal language appropriate to purpose and audience
Wt/L2.5 use format and structure to organise writing for different purposes
Wt/L2.6 use different styles of writing for different purposesWt/L2.8 proof-read and correct writing for accuracy and meaning*
Ws/L2.1 construct complex sentences
Ws/L2.2 use correct grammar
Ws/L2.3 use pronouns so that their meaning is clear
Ws/L2.4 punctuate sentences correctly and use punctuation accurately
Ww/L2.1 spell correctly words used most often in work, studies and daily life, including
familiar technical words
Ww/L2.2 produce legible text
*At Entry 3, Level 1 and Level 2, the National Literacy Standards dealing with planning
and drafting of writing (Wt/E3.1, Wt/L1.1 and Wt/L2.1) are tested, though not explicitly.
A candidate is considered to have planned and drafted writing output effectively if the
finished product is well organised. Candidates are not required to submit explicit evidence
of this planning stage in order to meet the Standard. Similarly, where no proof-reading task
is included in the paper, the National Literacy Standards Wt/E3.4, Wt/L1.7 and Wt/L2.8
are not explicitly included in the assessment, but covered in the assessment of accuracy of
spelling and grammar in one or more of the output tasks.
In order to assess the National Literacy Standards for each level, examiners use a task-
specific mark scheme which focuses on the following assessment criteria:
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Text
Content and task realisation
Audience awareness and impact on reader
Organisation
Coherence and cohesion
Awareness of generic features of text
Awareness of register
Sentence
Construction of simple and compound sentences
Use of linking devices
Control of sentence grammar
Accuracy and range of verb tenses Control of word order
Use of punctuation and capitalisation
Word
Spelling of personal, familiar, lower frequency and technical words
Vocabulary choice
Letter formation and handwriting
Candidate performance in each task is assessed according to up to three assessment
focuses (Text-, Sentence- and Word-level achievement). Each of the three assessment
focuses has its own mark scheme describing four bands of achievement:
Band 3 describes achievement which has elements of skills at the NQF level above that
being assessed.
Band 2 describes the standard for the particular level.
Band 1 describes Below Pass-level achievement.
Band 0 is applied where there is insufficient evidence of achievement at the level.
Although our Certificates in ESOL Skills for Life report results simply as Pass or Below Pass,
this approach allows examiners to reward above-level achievement. Thus, for example, the
overall writing skills of candidates with poor spelling and handwriting (Word), but good or
very good control over grammar and punctuation (Sentence) and a sound understanding of
adapting text for a specific audience (Text) can be accurately reflected.
In some cases, candidates will be asked to produce a text where certain features of Writing
cannot be fairly assessed. For example, in the Entry 2 Sample Paper the candidates are asked
to produce an informal email to a friend. As handwriting skills are not relevant to an email
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and native speaker usage can be flexible with regard to spelling in a scenario like this, Word
features are not assessed in such tasks.
Mark schemes are task-specific, and contain numerous examples of the kind of language
that candidates might be expected to produce at each of the bands of achievement. Inaddition, one element of the mark schemes consists of fixed general descriptors derived
from the Adult ESOL Core Curriculum.
Different marks totals are available for different tasks. This depends on a variety of factors
including complexity of input, length of required output and the real-world significance of
the task (e.g. a police report might be worth more marks than a note to a friend).
Further information on our Certificates in ESOL Skills for Life (Writing), including sample
papers, sample scripts and commentaries and general mark scheme descriptors, is available
on our website at www.cambridgeenglish.org/sfl
Format
At Entry 1, 2 and 3, question papers in the Writing mode may be linked thematically, forming
a scenario both familiar and relevant to the target candidature, and giving authentic reasons
for writing in each case. Candidates need to produce at least two of the types of output texts
required at the level.
The table on the next page gives an indication of the types of documents candidates may be
expected to produce in the Writing mode.
In Task 3 at Levels 1 and 2, the candidate is asked to answer eithera question on a general
topic, ora question which is designed for those candidates following a Skills for Life course
in order to pursue an interest in work, information technology or academic study.
Where output tasks not listed in the table opposite are required at a particular level,
assessment is not made of the candidates ability to produce generic text features. The
primary purpose of any text not included in the list above is as a vehicle for collecting
evidence of candidates skills in producing continuous prose. In such cases, an indication is
made to candidates in the rubric that generic text features are not required.
Part of the assessment of the text-focus mark schemes is on the generic features of output
texts. Candidates can be credited for showing an understanding of conventions of layout
(e.g. clear paragraphing and/or use of headed sections in report-writing). However, because
of increasing flexibility within these issues in real-world situations, candidates are given
considerable leeway both in reaching decisions about appropriate generic features for their
output and in defining the nature of their relationship with the intended audience. The mark
scheme does not penalise a candidate who chooses to embed an article or report in a letter
format.
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The types of documents candidates may be expected to produce in the Writing mode
Entry 1 Entry 2 Entry 3 Level 1 Level 2*
forms forms forms forms forms
questionnaires questionnaires questionnaires questionnaires questionnaires
lists lists
messages messages messages
notes notes notes
descriptions descriptions descriptions descriptions descriptions
accounts accounts accounts accounts accounts
emails emails emails emails
letters letters letters
simple
narratives
narratives narratives narratives
simple
instructions
instructions instructions
short reports reports reports
explanations explanations
proposals proposalsarticles articles
leaflets leaflets
information
sheets
information
sheets
*At Level 2, where the National Standard stipulates a range of documents, this list is not to be
regarded as exhaustive.
MarkingNo input is required from teachers/colleges. Candidate answers are returned to us and
marked by teams of trained examiners.
Examiners are recruited from ESOL practitioners meeting appropriate professional minimum
standards. An induction process takes place where examiners are familiarised both with our
standard procedures and with paper-specific issues.
Training and co-ordination takes place through engagement with sample scripts showing
a range of achievement across band levels. Throughout the marking process extensive
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monitoring of examiner performance is followed up by both qualitative and quantitative
evaluation and feedback.
A Principal Examiner is responsible, along with a Cambridge English Language Assessment
Assessment Manager, for ensuring that marks awarded are fair, consistent and reliable.For each test version, the Principal Examiner selects a number of scripts for co-ordination
purposes. These scripts are marked and commentaries on candidate performance written
at a meeting held prior to live marking, consisting of Principal Examiner, Assessment
Manager and Team Leaders. Examiners then undergo a standardisation process using
these co-ordination scripts. A sample of examiners work is checked by Team Leaders, who
monitor performance and provide feedback as appropriate.
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS26
Speaking and Listening mode
All Speaking and Listening tasks are designed to reflect the everyday experience of the ESOL
learner, and involve the candidates in familiar formal exchanges connected with education,
training, work and social roles.
Focus
At each level, the assessment focuses on gathering evidence that the candidate can listen
and respond, speak to communicate and engage in discussion.
Entry 1
Assessment focus:
listen and respond to spoken language, including simple narratives, statements,
questions and single-step instructions
speak to communicate basic information, feelings and opinions on familiar topics
engage in discussion with another person in a familiar situation about familiar topics.
Functions may include (among others):
describing
giving opinions giving personal information
stating (dis)likes and preferences
commenting
asking for information or descriptions
(dis)agreeing
explaining/giving reasons/justifying
exchanging opinions
deciding
suggesting selecting.
Entry 2
Assessment focus:
listen and respond to spoken language, including straightforward information, short
narratives, explanations and instructions
speak to communicate information, feelings and opinions on familiar topics
engage in discussion with one or more people in a familiar situation, to establish sharedunderstanding about familiar topics.
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In addition to those at Entry 1, functions may include (among others):
comparing
prioritising
planning persuading.
Entry 3
Assessment focus:
listen and respond to spoken language, including straightforward information and
narratives, and follow straightforward explanations and instructions, both face-to-face
and on the telephone
speak to communicate information, feelings and opinions on familiar topics, using
appropriate formality, both face-to-face and on the telephone
engage in discussion with one or more people in a familiar situation, making relevant
points and responding to what others say to reach a shared understanding about familiar
topics.
In addition to those at Entry 1, functions may include (among others):
comparing/making comparative questions
showing contrast/cause/reason/purpose
prioritising planning
persuading
narrating
asking about past or future events
expressing future certainty/possibility.
Level 1
Assessment focus:
At Level 1, candidates can (in formal exchanges connected with education, training, work
and social roles):
listen and respond to spoken language, including information and narratives, and follow
explanations and instructions of varying length, adapting response to speaker, medium
and context
speak to communicate information, ideas and opinions, adapting speech and content to
take account of the listener(s) and medium
engage in discussion with one or more people in familiar and unfamiliar situations,
making clear and relevant contributions that respond to what others say and produce ashared understanding about different topics.
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In addition to those at Entry 1, 2 and 3, functions may include (among others):
describing processes
asking for definitions
warning expressing future probability
interrupting politely
asking for/giving confirmation, clarification and repetition
asking for/giving advice.
Level 2
Assessment focus: At Level 2, candidates can (in a wide range of formal and social
exchanges):
listen and respond to spoken language, including extended information and narratives,
and follow detailed explanations and multi-step instructions of varying length, adapting
response to speaker, medium and context
speak to communicate information (straightforward and detailed information), ideas
and opinions clearly, adapting speech and content to take account of the listener(s),
medium, purpose and situation
engage in discussion with one or more people in a variety of different situations, making
clear and effective contributions that produce outcomes appropriate to purpose and
topic.
In addition to those at Level 1, functions may include (among others):
expressing tentative agreement/disagreement
speculating and deducing hypothetical meaning
criticising.
Format Entry 1, 2 and 3
There are two main phases in the Speaking and Listening mode at Entry 1, 2 and 3. In the
first phase, candidates are expected to ask and answer questions on familiar topics. This
gives an opportunity for assessment in the Speak to Communicate and Listen and Respond
strands (and Engage in Discussion at Entry 3).
The second phase consists of an integrated listening and speaking event. A listening text
delivered on CD allows assessment of the candidates ability to listen for both gist and detail,
with evidence of achievement gathered through spoken answers (though the candidate
can note responses on paper). A thematically related discussion follows, allowing further
assessment of skills in the Speak to Communicate and Engage in Discussion strands.
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The format of the Speaking and Listening mode for Entry 1, 2 and 3 is shown in the table on
the next page. This shows the progression across the levels and the increasing demands the
candidate needs to meet.
Format Levels 1 and 2
There are also two main phases in the Speaking and Listening mode at Levels 1 and 2. In the
first phase, candidates are asked for their name (for identification purposes only) and then
given a short, informal, lead-in discussion task to prepare them to give a formal presentation.
This presentation lasts 2 minutes, and is in response to a written statement. Candidates
have one minute to prepare and are encouraged to make notes. After each candidates
presentation, the other candidate and the assessor are each given an opportunity to
comment or ask questions.
The second phase consists of an integrated listening and speaking event. Two parallel
texts, or two extracts of a single text, are delivered on CD, and each candidate answers
two questions after each text. These questions are presented orally, and candidates are
encouraged to make notes. This is followed by a two-part thematically related discussion.
In the first part, the interlocutor may take part, but only if necessary in order to prompt
candidates to complete the task. In the second part, the topic is extended, with the
interlocutor (and the assessor at Level 2) asking extension questions to lead the discussion
into other areas and contexts.
The format of the Speaking and Listening mode for Levels 1 and 2 is shown in the table on
page 31.
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Speaking and Listening mode format for Entry 1, 2 and 3
Entry 1 Entry 2 Entry 3
1a The interlocutor asks each
candidate in turn simple personal
questions designed to elicit factual
information.
The interlocutor asks each
candidate in turn straightforward
personal questions designed to
elicit factual information, personal
experience, wishes and opinions.
The interlocutor asks each
candidate introductory questions.
Candidates are then given a task
in which they ask each other
questions on a given familiar topic,
prompted where necessary to
elicit factual information, personal
experience, wishes and opinions.
1b The candidates ask each other
simple questions on a familiar
topic. Only the questions are
assessed.
Candidates talk in turn for one
minute on a personal topic,
designed to elicit factual
information and personal
experience, before answering two
questions prepared by their partner.
The long turn, questions and
responses are all assessed.
Candidates talk in turn for one
and a half minutes on a familiar
topic, designed to elicit factual
information, personal experience,
wishes and opinions, in a more
demanding and less familiar
context than in Entry 2. Each
candidate will then answer three
questions prepared by their partner.
The long turn, questions and
responses are all assessed.
2a Candidates listen to two shortrecordings and answer questions
designed to test gist and detailed
understanding of simple factual
information. The questions are
presented orally, and with a series
of picture prompts.
Candidates listen to two longerrecordings with more information
to process than at Entry 1, and
answer questions. These are
designed to test gist, main points
and detailed understanding of
straightforward information. The
questions are presented orally, and
with a series of picture prompts.
Candidates listen to two longerrecordings with more complex
information to process than at
Entry 2, and answer questions.
These are designed to test
gist, main points and detailed
understanding of information,
tone of speaker, intention, etc. The
questions are presented orally, and
with a series of prompts.
2b Candidates speak together on
a simple topic thematically
linked with the previous task
and designed to elicit factual
information, personal experience
and (dis)likes. It is expected that
prompting will be required from the
interlocutor.
Candidates speak together on a
straightforward topic thematically
linked with the previous task
and designed to elicit factual
information, personal experience,
opinion and justification. It is
likely that some prompting will be
required from the interlocutor.
Candidates speak together on
a topic thematically linked with
the previous task. The context
is more demanding than at
Entry 2. The task is designed to
elicit factual information, personal
experience, opinion, justification
and speculation. Little prompting
should be required from the
interlocutor.
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Speaking and Listening mode format for Level 1 and 2
Level 1 Level 2
1a After identifying each candidate, the interlocutor then
gives candidates a short, informal, lead-in discussion
task to prepare them for their formal presentation.
The interlocutor only asks prompt questions where
necessary to elicit and encourage elaboration of
opinions, feelings, wishes and suggestions.
After identifying each candidate, the interlocutor
then gives candidates an informal, lead-in discussion
task to prepare them for their formal presentation.
The interlocutor only asks prompt questions where
necessary to elicit and encourage elaboration
of opinions, justifications, feelings, wishes and
suggestions.
1b Each candidate gives a formal presentation,
thematically linked with phase 1a, responding to
a written statement, for two minutes, expressing,
elaborating on and sequencing logically facts, opinions,
attitudes, feelings and emotions. Each candidate will
then respond to the comments and questions of their
partner and the assessor.
Each candidate gives a formal presentation,
thematically linked with phase 1a, on a more complex
issue than at Level 1, responding to a written
statement, for two minutes, expressing, elaborating on
and sequencing logically facts, opinions, justifications,
attitudes, feelings and emotions. Each candidate will
then respond to the comments and questions of their
partner and the assessor.
2a Candidates listen to two recordings and answer
questions testing identification or inference of a
selection of the following: genre, context, speakers
and/or relationship, gist, topic, purpose of discussion,
key words and phrases, main ideas, facts, opinions,reasons, attitudes and feelings. The questions are
presented orally, and candidates are able to make
notes if they wish to.
Candidates listen to two recordings and answer
questions testing identification or inference of a
selection of the following: genre, context, speakers
and/or relationship, gist, topic, purpose of discussion,
key words and phrases, main and secondary ideas,facts, opinions, reasons, justifications, attitudes and
feelings. The questions are presented orally, and
candidates are able to make notes if they wish to.
2b Candidates engage in a discussion thematically
linked with phase 2a designed to elicit, and
encourage elaboration of, factual information,
personal experience, opinions, wishes, feelings,
suggestions, justification and speculation. Candidates
will be expected to express degrees of agreement oruncertainty, and to sympathise, reassure, persuade and
give advice where appropriate.
In the first part of this phase, the interlocutor will only
ask prompt questions where necessary to ensure
satisfactory completion of the task.
In the second part, the interlocutor will ask extension
questions to lead the discussion into other areas and
contexts.
Candidates engage in a discussion thematically
linked with phase 2a designed to elicit, and
encourage elaboration of, factual information, personal
experience, opinions, wishes, feelings, attitudes,
suggestions, justification and speculation. Candidates
will be expected to express degrees of agreement oruncertainty, and to sympathise, reassure, persuade,
compromise and give advice where appropriate.
In the first part of this phase, the interlocutor
should not need to ask prompt questions to ensure
satisfactory completion of the task.
In the second part, both the interlocutor and the
assessor will ask extension questions to lead the
discussion into other areas and contexts.
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All levels
Delivery
The test is carried out in a paired format, with two candidates, an interlocutor and an
assessor. A teacher from the college acts as the interlocutor and manages the interaction,
using a pack of material with several different test versions to choose from. The external
assessoris provided by Cambridge English Language Assessment. The assessor does not
take an active part in the interaction at Entry 13, but does take part in phase 1b at Level 1,
as well as in phases 1b and 2b at Level 2.
The provision of the interlocutor by the college ensures, as far as possible, that the test
is conducted by someone who understands the experience, background and learning
context of the individual candidates. Interlocutors need to meet our Minimum Professional
Requirements (MPRs). The induction and training of interlocutors is achieved via a
distance-training pack.
Where there is an odd number of candidates to be assessed in Speaking and Listening at
a centre, the final test will still use a paired format, but an extra student will need to be
provided by the college to take the test with the final candidate. This extra student is not
assessed, but must be at the appropriate level for the test.
Marking
The Speaking and Listening mode is marked by the assessor during the test. The assessor
marks according to a standardised mark scheme, and at the end of the test completes each
candidates personalised mark sheet. These are then returned to us for computer scanning.
Throughout the test, the candidates are assessed not in relation to each other, but according
to the criteria in the mark scheme.
The standardisation of the Speaking and Listening test conduct and assessment is achieved
through:
a network of professionals in a hierarchical structure called the Team Leader system(Team Leaders in the UK are appointed by Cambridge English Language Assessment to
manage the professional aspects of the operation.)
a set of quality assurance procedures called Recruitment, Induction, Training,
Co-ordination, Monitoring and Evaluation (RITCME). These are implemented for all
examiners appointed by us.
Interlocutor training is achieved via self-access materials provided by us, which includes
a training video. We also run central interlocutor training sessions for exam centre
representatives who can then go back to their college to cascade training to all interlocutors
at the college.
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SAMPLE PAPER
READING | ENTRY 1
*
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SkillsForLifeReadingEntry1Version087
Question
number
Assessmentfocus
Itemnumber
T/S/W
Key
Marks
1
Recognisethetext
type(ofTextA)fromcontentandlayout.
1
T
(B)
aform
1
2
ReadandunderstandthedetailofTextAtoidentifyifstatements
aretrueorfalse.
2
W
FALSE
1
3
W
FALSE
1
4
W
FALSE
1
5
W
TRUE
1
6
W
TRUE
1
3
ReadandunderstandthedetailofTextAtoidentifywhenZahia
canstartworking.
7
W
(C)
May
1
4
ReadandunderstandthedetailofTextAinordertoestablish
whichjobsZahiais
interestedin.
8
W
YES
1
9
W
NO
1
10
W
YES
1
5
Recognisethetext
typeofTextsB,CandDfromconte
ntand
layout.
11
T
(C)
anote
1
12
T
(A)
someinstructions
1
13
T
(B)
aticket
1
Totalnumberofmarks
13
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READING | ENTRY 1
SkillsForLifeReadingEntry1Version087
Question
number
Assessmentfocus
Itemnumber
T/S/W
Key
Marks
6
Recognisethetext
typeofTextsE,
FandGfromconte
ntand
layout.
14
T
(C)
adverts
1
7
Recognisetheprov
enanceofTextsE,
FandGfromco
ntentand
layout.
15
T
(B)
inashopwindow
1
8
Readandundersta
ndthedetailofTextEinordertoide
ntify
specificpiecesofin
formation.
16
W
Mo
nday
1
17
S
(A)
Wednesdaymorning
1
9
Readandundersta
ndthedetailofTextFinordertoide
ntifyif
statementsaretrue
orfalse.
18
S
FALSE
1
19
S
TRUE
1
20
S
TRUE
1
10
Readandundersta
ndthedetailofTextGinordertoidentifywho
islookingforahom
ehelp.
21
S
(C)
Clemencia
1
11
Proof-readTextGinordertoidentifyaspellingmistake
.
22
W
(C)
leter
1
Totalnumberofmarks
9
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READING | ENTRY 1
SkillsForLifeReadingEntry1Version087
Question
number
Assessmentfocus
Item
number
T/S/W
Key
Marks
12
ReadandunderstandthedetailofTextHinordertoide
ntifywho
worksinaGPssurgery.
23
S
(B)
Patience
1
13
ReadandunderstandthedetailofTextHinordertoide
ntifywho
worksasacleaner.
24
S
(D)
Walter
1
14
ReadandunderstandthedetailofTextHinordertoide
ntifywho
worksinatrainstation.
25
S
(A)
Gabor
1
15
ReadandunderstandthedetailofTextHinordertoide
ntifywho
worksasashopkeeper.
26
S
(C)
Anjum
1
16
ReadandunderstandthedetailofTextHinordertoide
ntifywho
wantstochangejobinthefuture.
27
S
(D)
Walter
1
17
ReadandunderstandthedetailofTextHtoidentifyifstatements
aretrueorfalse.
28
S
FALSE
1
29
S
FALSE
1
30
S
TRUE
1
31
S
TRUE
1
32
S
FALSE
1
33
S
TRUE
1
34
S
FALSE
1
18
Proof-readGabors
textinordertoidentifyaspellingmistake.
35
W
(B)
singel
1
19
Proof-readAnjums
textinordertoidentifyaspellingmistake.
36
W
(A)
smoll
1
Totalnumberofmarks
14
Totalmarks:
36
Textfocus(T):
6
Sentencefocus(S):
17
Wo
rdfocus(W):
13
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS46
WRITING | ENTRY 2
Centre Number Candidate Number
Candidate Name
Entry 2 Certificate in ESOL Skills for Life
Writing 0785
*Candidates answer on the question paper. Test 087No additional materials are required.
Time 50 minutes
Do not open this paper until your teacher tells you to.
Write your name, centre number and candidate number in the spaces at the top of this page.
You have 50 minutes to answer these questions.
Write clearly in pen, not pencil.
Write on the question paper.
Each task tells you:
how much to write
how much time to spend
how many marks you can get.
FOR EXAMINERS USE
Text Sentence Word
Task 1 3 3 3
Task 2 3 6 0
Task 3 6 3 3
PV3 100/3930/2 L/505/1973
UCLES 2013 Cambridge English Entry Level Certificate in ESOL Skills for Life (Entry 2) Unit 03 Writing
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SAMPLE PAPER
WRITING | ENTRY 2
2
Task 1 (About 15 minutes)
You are looking for a place to live. You see this notice at your college.
Room available in shared flat
Are you studying at this college too? We are looking for a student to share our flat. We have one spareroom. If you are interested, please write to us. Tell us about yourself and how we can contact you.Please ask any questions you want.
Lee
Write a note to Lee. In your note:
give some information about yourself (e.g. your hobbies and interests)
ask for information about the room (e.g. size, furniture, rent) tell Lee how to contact you.
Write about 50 words.
(Total: 9 marks)
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS48
WRITING | ENTRY 2
3 Turn overu
Task 2 (About 15 minutes)
You are moving to a new flat next week. You would like some help. Your friend Andrea has got a car.
Write an email to Andrea. In your email:
ask Andrea to help you
say what things you need to take to your new flat
say when you want Andrea to help you.
Write about 50 words.
(Total: 9 marks)
Help to moveSubject:
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WRITING | ENTRY 2
4
Task 3 (About 20 minutes)
Last week you moved into a new flat. There are some problems in the kitchen.
Write a letter to Mr Steed, the landlord. In your letter, tell Mr Steed what the problems are and say whatyou would like him to do.
Write about 80 words. You do not need to write the address or the date.
(Total: 12 marks)
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SPEAKING AND LISTENING | ENTRY 3
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SAMPLE PAPER
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SPEAKING AND LISTENING | ENTRY 3
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SPEAKING AND LISTENING | ENTRY 3
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SAMPLE PAPER
READING | LEVEL 1
Centre Number Candidate Number
Candidate Name
Level 1 Certificate in ESOL Skills for Life
Reading 0790
Sample Test
Time 1 hour 30 minutes
INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.Write your name, centre number and candidate number in the spaces at the top of thispage and on your answer sheet if they are not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You mustcomplete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.
INFORMATION FOR CANDIDATES
There are 40 questions in this paper.
Each question carries 1 mark.
100/4938/1 T/102/9568
UCLES 2013 Cambridge English Certificate in ESOL Skills for Life (Level 1) Reading
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS56
READING | LEVEL 1
2
Part 1
Questions 1 - 6
Look at the following messages and notices in each question.For each question mark the correct answer A, Bor Con your answer sheet.
1 Clare has written this text message to
A answer a query.
B question a decision.
C correct a misunderstanding.
2 This email
A asks staff to be more patient.
B discourages certain behaviour in staff.
C informs staff about regulation changes.
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READING | LEVEL 1
3
3 Andy has written this text message because
A he has upset Mahrouz.
B he promised Mahrouz a treat.
C he wants to ask Mahrouz a favour.
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READING | LEVEL 1
4
4
This notice says that the workshop
A is a legal requirement for all staff.B will increase the productivity of staff.C is an introductory course for staff.
5
The second paragraph is in italics because
A the information needs to be printed out.B the words have been taken from another source.C the procedure it reports has not been finalised yet.
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SAMPLE PAPER
READING | LEVEL 1
5
6
What does the word which refer to?
A Birmingham UniversityB hospital placementsC military establishments
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS60
READING | LEVEL 1
6
Part 2
Questions 7 - 11
Look at the following accommodation advertisements and questions.For each question mark the correct answer A, B, Cor Don your answer sheet.
Samuel Ogden Street110 per weekThis neatly arranged ground floorstudio flat comprises a large
room, separate kitchen andbathroom in an excellent location
just moments from ManchesterOxford Road Station. The studiohas a number of attributes suchas being close to Granby villageand Manchester colleges andUniversities. This studio is verysecure, with coded door entryfrom the communal areas.
Fairfield Street, Manchester,M1160 per weekThis 1 bedroom apartment with
its authentic exposed brick-work,is located in the heart of the citycentre, just a minutes walk fromPiccadilly train station. Theapartment comes fully furnishedand benefits from spaciousrooms, an intercom system,Economy 7 electric heating,double door entry, excellentsecurity and 24 hourmaintenance. Undergroundparking is also available.
Station Road, Manchester95 per weekLocated in the heart of the city,close to Manchesters cultural
hot spots and amenities, thisattractive one-bedroom flatcomes with a large living room,modern kitchen and spaciousbathroom. The property islocated moments from a fantasticrange of shops and cafes, whilethe pleasant open spaces arewithin easy reach.
Bronte Street, M15
160 per weekSituated on the ground floor of asuperb block of flats, thisfantastic studio flat includes aprivate kitchen area and showerroom. Bronte Street is a pleasant
___________ location, while theshops and restaurants on OxfordRoad are within easy reach.Deansgate Station is less than amile away. Bills are shared withother tenants.
Denmark Road, Manchester
170 per weekThis naturally bright ground floorstudio flat is situated near theamenities of Lloyd Street and theopen spaces of Whitworth Park.The flat comprises a good-sizeddouble studio room, a wellequipped kitchen, separateshower room and privateentrance. All bills inc. The studiois conveniently located on anumber of bus routes.
Moss Lane, Manchester
160 per weekThis is a bright, refurbished one-bedroom first floor flat offeringneutrally decorated interior andgarden. The property alsocomprises a receptionroom/dining area. There is animpressive kitchen in the flatwhose fitted appliances include abrand new dishwasher andfridge-freezer. Nearby ArdwickStation (National Rail) is easy toreach for commuters travelling toGlossop and Hadfield.
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SAMPLE PAPER
READING | LEVEL 1
7
7 How many of the property descriptions mention transport links?
A 3B 4C 5D 6
8 Which advert states there is no charge for living costs such as gas and electricity?
A Fairfield StreetB Station RoadC Bronte StreetD Denmark Road
9 In which flat do tenants share some areas?
A Samuel Ogden StreetB Bronte StreetC Denmark RoadD Moss Lane
10 What does the word whose refer to in the description of the Moss Lane property?
A dishwasherB kitchenC fridge-freezer
D flat
11 Which word would fill the gap in the Bronte Street description?
A residentB residenceC residentialD residentially
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ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS62
READING | LEVEL 1
8
Part 3
Questions 12 16
Look at the following draft leaflet and questions.For each question mark the correct answer A, B, Cor Don your answer sheet.
Your Council Housing Service needs you!
We want more residents to have a bigger say in improving housing services bygetting involved in decision making.
Are you passionate about housing and making services better? Would you enjoy listening to other residents and representing their views? Are you good at finding solutions to problems?
If so, a place on our Council Housing Executive could be for you!
What does the Housing Executive do?
The Housing Executive, advises the Councils Executive (main decision-makingbody) and Officers on all key decisions to be taken about housing services, e.g.how money should be spent to modernise council homes, improve the boroughscommunal areas, reduce traffic and deal with __________social behaviour.
What will my commitment be?
Members of the Housing Executive will need to be able to attend Council meetingson a regular basis and run the monthly resident meetings.
What support will I get?
There will be training available to help residents who decide to stand for election tothe Housing Executive. The training sessions will develop useful skills such aspromoting themselves effectively. There will also be training for all members of theHousing Executive to help them carry out their role and collaborate with each othersuccessfully.
What does the election procedure involve?
Elections for the Housing Executive will take place in September. Nominees will beinterviewed by a small __________ of residents and council representatives.
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