151165 Esol Skills for Life Handbook for Teachers Document

8/12/2019 151165 Esol Skills for Life Handbook for Teachers Document

1/88

Certificates in

ESOL Skills for Life

Entry 1, 2 and 3

Levels 1 and 2

Handbook for Teachers


2/88

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
http://www.cambridgeenglish.org/sflhttp://www.cambridgeenglish.org/sfl


3/88

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


4/88


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


5/88

OVERVIEW


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.


6/88


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.


7/88

OVERVIEW


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.


8/88


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.


9/88

GRADING AND RESULTS


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


10/88


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.


11/88

VALID AND FAIR ASSESSMENT


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).
http://www.cambridgeenglish.org/about-pretestingmailto:pretesting%40cambridgeenglish.org?subject=mailto:pretesting%40cambridgeenglish.org?subject=http://www.cambridgeenglish.org/about-pretesting


12/88


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.


13/88

HIGH-QUALITY ADMINISTRATION


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


14/88


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


15/88

READING


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.


16/88


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.


17/88

READING


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


18/88


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


19/88

READING


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.


20/88


WRITING

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


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


21/88

WRITING


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


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.


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*


22/88


WRITING

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.


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:


23/88

WRITING


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


24/88


WRITING

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.
http://www.cambridgeenglish.org/sflhttp://www.cambridgeenglish.org/sfl


25/88

WRITING


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


26/88


WRITING

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.


27/88

SPEAKING AND LISTENING


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.


28/88



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.


29/88



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.


30/88



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.


31/88



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


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


experience, opinion, justification

and speculation. Little prompting

should be required from the

interlocutor.


32/88



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.


33/88



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.


34/88


SAMPLE PAPER

READING | ENTRY 1

*

0804503699*


35/88

SAMPLE PAPER


READING | ENTRY 1


36/88


SAMPLE PAPER

READING | ENTRY 1


37/88

SAMPLE PAPER


READING | ENTRY 1


38/88


SAMPLE PAPER

READING | ENTRY 1


39/88

SAMPLE PAPER


READING | ENTRY 1


40/88


SAMPLE PAPER

READING | ENTRY 1


41/88

SAMPLE PAPER


READING | ENTRY 1


42/88


SAMPLE PAPER

READING | ENTRY 1


43/88

SAMPLE PAPER


READING | ENTRY 1


44/88


SAMPLE PAPER

READING | ENTRY 1

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


45/88

SAMPLE PAPER


READING | ENTRY 1


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


46/88


SAMPLE PAPER

READING | ENTRY 1


Question

number

Assessmentfocus

Item

number

T/S/W

Key

Marks

12

ReadandunderstandthedetailofTextHinordertoide

ntifywho

worksinaGPssurgery.

23

S

(B)

Patience

1

13


ntifywho

worksasacleaner.

24

S

(D)

Walter

1

14


ntifywho

worksinatrainstation.

25

S

(A)

Gabor

1

15


ntifywho

worksasashopkeeper.

26

S

(C)

Anjum

1

16


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


47/88

SAMPLE PAPER


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


48/88


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)


49/88

SAMPLE PAPER


WRITING | ENTRY 2

3 Turn overu


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:

To: [email protected]


50/88


SAMPLE PAPER

WRITING | ENTRY 2

4


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)


51/88

SAMPLE PAPER


SPEAKING AND LISTENING | ENTRY 3


52/88


SAMPLE PAPER



53/88

SAMPLE PAPER




54/88


SAMPLE PAPER



55/88

SAMPLE PAPER




56/88


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


57/88

SAMPLE PAPER


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.


58/88


SAMPLE PAPER

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.


59/88

SAMPLE PAPER


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.


60/88


SAMPLE PAPER

READING | LEVEL 1

5

6

What does the word which refer to?

A Birmingham UniversityB hospital placementsC military establishments


61/88

SAMPLE PAPER


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.


62/88


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


63/88

SAMPLE PAPER


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.

line 1

line 2line 3

line 4line 5line 6

line 7

line 8

line 9line 10line 11line 12

line 13

line 14line 15

line 16

Documents

151165 Esol Skills for Life Handbook for Teachers Document