International ESOL (English forSpeakers of Other Languages)(8984)Qualification handbook
www.cityandguilds.comAll levelsVersion 3Revised September 2005
Publications and enquiriesCity & Guilds publications are available from
Publications SalesCity & Guilds1 Giltspur StreetLondonEC1A 9DDT +44 (0)20 7294 2850F +44 (0)20 7294 2405
General information about City & Guilds is available on our website www.cityandguilds.com or may be obtained from Customer Relations at the above address, or by telephoning +44 (0)20 7294 2800, or by [email protected]
Equal opportunitiesCity & Guilds fully supports the principle of equal opportunities and we arecommitted to satisfying this principle in all our activities and published material.
A copy of our Equal Opportunities Policy statement Access to Assessment isavailable on our website or from Customer Relations.
Every effort has been made to ensure that the information contained in thispublication is true and correct at the time of going to press. However, City & Guilds’products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time.
City & Guilds cannot accept liability for loss or damage arising from the use ofinformation in this publication.
©2005 The City and Guilds of London Institute. All rights reserved.City & Guilds is a trademark of the City and Guilds of London Institute.
1 Giltspur StreetLondonEC1A 9DDT +44 (0)20 7294 2468F +44 (0)20 7294 2400International fax +44 (0)20 7294 [email protected]
International ESOL (English forSpeakers of Other Languages)(8984)Qualification handbook
09.05/PO00003256/ST89171
This page is intentionally blank
05 The International ESOL qualification handbook and other publications
06 International English Qualifications (IEQs)
06 International ESOL (English for Speakers of Other Languages)
06 International Spoken ESOL (Spoken English for Speakers of Other Languages)
06 Spoken English Test for Business
06 English for Speakers of Other Languages – Young learners
07 Teaching qualifications for International ESOL teachers
07 Access Certificate in English Language Teaching – 8575 (ACE)
07 Certificate in Further Education Teaching (7407) Level 4
08 International ESOL examinations
08 Who are International ESOL examinations for?
09 Why take City & Guilds International ESOL examinations?
10 Levels
10 The Common European Framework of Reference for Languages
10 Comparative levels chart
11 Descriptions of competence at each level
13 Centre approval
14 Operating procedures – general requirements
14 Centre requirements
14 Invigilation
14 Conduct and supervision of the examinations
15 Format and features of International ESOL
20 Examination content
20 Listening
22 Reading
24 Writing
25 Assessment of the International ESOL paper
27 Syllabus
27 Introduction
29 Preliminary level
32 Grammar
Contents
36 Topics
39 Functions
41 Access level
44 Grammar
52 Topics
55 Functions
57 Achiever level
60 Grammar
69 Topics
73 Functions
76 Communicator level
79 Grammar
87 Topics
91 Functions
94 Expert level
97 Grammar
102 Topics
106 Functions
109 Mastery level
112 Grammar
115 Topics
119 Functions
ContentsContinued
The International ESOL qualification handbook from City & Guilds provides acomprehensive introduction to the City & Guilds series of examinations in InternationalESOL (English for Speakers of Other Languages).
The aim of this guide is to provide information and advice for all existing andpotential teachers of the City & Guilds International ESOL examinations.
A separate qualification handbook has been produced for International SpokenEnglish for Speakers of Other Languages.
The find out more about our International English Qualifications (IEQs) visitwww.cityandguilds.com/IEQ.
Other City & Guilds publications supporting the ESOL qualifications include the following:
Sample Examination Papers In preparation
Support materials for International ESOL by Vincent Smidowicz and Bridget BloomInternational English for Speakers of Other Languages
Stock code Title ISBN
TL-01-8984 International ESOL Student Book 1 Preliminary 0 85193 040 9TL-02-8984 International ESOL Student Book 2 Access 0 85193 041 7TL-03-8984 International ESOL Student Book 3 Achiever 0 85193 042 5TL-04-8984 International ESOL Student Book 4 Communicator 0 85193 049 2TL-05-8984 International ESOL Student Book 5 Expert 0 85193 050 6TL-06-8984 International ESOL Student Book 6 Mastery 0 85193 051 4TL-07-8984 International ESOL Teacher’s Book 1 Preliminary 0 85193 043 3TL-08-8984 International ESOL Teacher’s Book 2 Access 0 85193 044 1TL-09-8984 International ESOL Teacher’s Book 3 Achiever 0 85193 045 XTL-10-8984 International ESOL Teacher’s Book 4 Communicator 0 85193 066 2TL-11-8984 International ESOL Teacher’s Book 5 Expert 0 85193 067 0TL-12-8984 International ESOL Teacher’s Book 6 Mastery 0 85193 068 9TL-13-8984 International ESOL Cassette 1 Preliminary 0 85193 046 8TL-14-8984 International ESOL Cassette 2 Access 0 85193 047 6TL-15-8984 International ESOL Cassette 3 Achiever 0 85193 048 4TL-16-8984 International ESOL Cassette 4 Communicator 0 85193 069 7TL-17-8984 International ESOL Cassette 5 Expert 0 85193 070 0TL-18-8984 International ESOL Cassette 6 Mastery 0 85193 071 9
The International ESOL qualification handbook and other publications
05International ESOL (English for Speakers of Other Languages) version 3
International English Qualifications (IEQs)
06 International ESOL (English for Speakers of Other Languages) version 3
International ESOL (English for Speakers of Other Languages)This range of examinations offers a communicative approach to the testing oflistening, reading and writing at six levels:• Preliminary (equivalent to A1 Breakthrough of the Common European Framework1)• Access (equivalent to A2 Waystage on the Common European Framework)• Achiever (equivalent to B1 Threshold on the Common European Framework)• Communicator (equivalent to B2 Vantage on the Common European Framework)• Expert (equivalent to C1 EDP on the Common European Framework)• Mastery (equivalent to C2 Mastery on the Common European Framework).
This qualification handbook covers all six levels.
International Spoken ESOL (Spoken English for Speakers of Other Languages)This range of examinations complements the International ESOL series. It is aseparately administered spoken examination and is available at the same levels asthe International ESOL range. A separate qualification handbook is available forInternational SESOL.
Spoken English Test for BusinessThe Spoken English Test (SET) for Business is a qualification specifically developed forcandidates who need to use spoken English in the workplace. This qualification isideal for those who work in business in an English speaking country or in amultinational organisation which uses English for internal communications.
English for Speakers of Other Languages – Young LearnersThese are ESOL qualifications designed for candidates aged 8–13. The examinationsare at the lower levels only.
1See ‘The Common European Framework of Reference Languages’, p10, below.
Access Certificate in English Language Teaching – 8575 (ACE)The ACE certificate has been jointly developed with the Department of Languageand Literary Studies in Education at Manchester University. The qualification issuitable for: existing English language teachers who want to upgrade their skills,teachers who want to move into English language teaching, and newcomers toteaching who wish to gain an initial English language teaching qualification.
Certificate in Further Education Teaching (7407) Level 4The Certificate in Further Education Teaching, containing stages 1, 2and 3, has been developed according to LL UK standards for Further Educationteaching. It can be taken by a unit route stage by stage, and completing stages oneto three is equivalent to completing a Certificate in Education.
Units in the Certificate in Further Education Teaching include assessing learners’needs, principles of learning, developing teaching and learning techniques,providing learners with support, assessing the outcomes of learning and learners’achievements and working within a professional value base.
Teaching qualifications for International ESOL teachers
07International ESOL (English for Speakers of Other Languages) version 3
Who are International ESOL examinations for?• Non-native speakers of English worldwide.• Young people or adults attending an English course either in the UK or overseas.• Students learning English as part of their school or college curriculum.• People needing English for their everyday or working life.• Learners who require externally recognised certification of their levels of English.• Those who are attending courses over a period and require a series of graded
examinations which provides steps up the ladder of proficiency.• Learners attending short courses in English.
International ESOL examinations
08 International ESOL (English for Speakers of Other Languages) version 3
Why take City & Guilds International ESOL examinations?• Examinations are on demand
Centres are in control of timetabling and can hold examinations wheneverrequired. City & Guilds need two weeks notice for the UK and Ireland and fourweeks overseas.
• Integrity of total external assessmentCentres can be confident of quality and the maintenance of international standards.
• Feedback reports Unsuccessful candidates automatically receive a short feedback report designedto prepare them to retake an examination.
• Rapid certificationResults and certificates are issued within eight weeks.
• Easy to run – simple administration– one examination covering three skills areas.
• Online deliveryCity and Guilds is working to provide these qualifications online.
• Relevance– task-based questions– real world context.
09International ESOL (English for Speakers of Other Languages) version 3
LevelsThe levels chart below shows the six levels of the International ESOL examinations,the duration of each examination and the skills involved.
Examination Duration Skills
Preliminary 2 hours Listening, Reading and Writing
Access 2 hours Listening, Reading and Writing
Achiever 21⁄2 hours Listening, Reading and Writing
Communicator 21⁄2 hours Listening, Reading and Writing
Expert 3 hours Listening, Reading and Writing
Mastery 3 hours Listening, Reading and Writing
The Common European Framework of Reference for LanguagesThe six levels of the International ESOL Examination are linked to those of the CommonEuropean Framework of Reference for Languages1 developed by the Council ofEurope. The comparative levels chart below shows how the levels relate to each other.
Comparative levels chartCity & Guilds Common European English Speaking ESOL level Framework UK National Levels Union Scale
Preliminary Breakthrough Entry 1 2 A1
Access Waystage Entry 2 3A2
Achiever Threshold Entry 3 4 B1
Communicator Vantage Level 1 5 B2
Expert Effective Operational Level 2 6 ProficiencyC1
Mastery Mastery Level 3 7 C2
10 International ESOL (English for Speakers of Other Languages) version 3
1See ‘Common European Framework of Reference for Languages: Learning,teaching, assessment’ Cambridge University Press 2001 ISBN 0521 005310
11International ESOL (English for Speakers of Other Languages) version 3
Descriptions of competence at each level
City & Guilds Descriptor
Preliminary Can understand and use familiar everyday expressions and very basic phrasessatisfying practical needs in connection with education, training and socialroles. Can introduce him/herself and others and can ask and answer questionsabout personal details such as possessions, address and people known. Caninteract in a simple way provided the other person talks slowly and clearly andis prepared to help. Can read and understand short texts on familiar topics andobtain information from common signs and symbols. Can write short simplephrases and sentences in documents such as forms, lists and messages.
Access Can understand sentences and frequently-used expressions related to areas ofmost immediate relevance such as basic personal and family information,shopping, local geography, employment, education, training and social roles.Can communicate in simple and routine tasks requiring a direct exchange ofinformation, feelings and opinions on familiar and routine matters. Can engagein conversation to establish shared understanding about familiar topics. Canread, understand and obtain information from short documents, familiarsources, signs and symbols. Can write to communicate with some awarenessof the intended audience.
Achiever Can understand the main points of clear standard communication on mattersregularly encountered in social roles, work, school, leisure, education andtraining. Can convey information, feelings and opinions on familiar topics,using appropriate formality. Can engage in discussion in a familiar situationmaking relevant points and responding to reach a shared understanding. Candeal with most situations likely to arise whilst travelling in an area where thelanguage is spoken. Can produce a simple connected text on topics which arefamiliar or of personal interest, adapting to the intended audience. Candescribe experiences and events, dreams, hopes and ambitions and brieflygive explanations for opinions and plans.
Communicator Can understand the main ideas of complex communication on both concreteand abstract topics, including technical discussions in his/her field ofspecialisation. Can communicate with a degree of fluency and spontaneity thatmakes interaction quite possible without strain for either party. Can adapt totake account of the listener(s), the context and the medium. Can engage indiscussion in familiar and unfamiliar situations making clear and relevantcontributions. Can obtain information from different sources. Can communicateclearly and in detail on a wide range of subjects and explain a viewpoint givingthe advantages and disadvantages of various options, varying length, formatand style appropriate to purpose and audience.
12 International ESOL (English for Speakers of Other Languages) version 3
City & Guilds Descriptor
Expert Can understand a wide range of demanding longer texts, both written andspoken, and recognise implicit meaning. Can use the language fluently andspontaneously without much obvious searching for expressions. Can respondto extended information and narratives, follow detailed explanations andcomplex instructions, adapting response to audience, medium and context.Can engage in discussion in a variety of situations making clear and effectivecontributions. Can use language flexibly and understand a range of texts ofvarying complexity and length for social, academic and professional purposes.Can produce clear well-structured, detailed text on complex subjects, showingcontrolled use of organisational patterns, connectors and cohesive devices.Can communicate ideas and opinions effectively, using length, format and styleappropriate to purpose, content and audience.
Mastery Can understand with ease virtually everything heard or read. Can summariseinformation from different spoken or written sources, reconstructingarguments and accounts in a coherent presentation. Can express him/herselfspontaneously, very fluently and precisely, differentiating finer shades ofmeaning even in more complex situations.
The above descriptions are adapted from the global description of the CommonEuropean Framework of Reference for Languages. Text from these is reproduced bykind permission of the Council of Europe, who hold the copyright.
How to offer this programmePlease refer to Centre Guide – Delivering International Qualifications. Thispublication provides step-by-step guidance on applying to become a City & Guildscentre, including examples of how you can show us that you will be able to meet ourapproval criteria. It includes copies of the appropriate forms with detailed guidanceon how to complete them and where to send them.
• Centre approval will enable you to conduct examinations. This is valid for aperiod of two years, subject to your ongoing compliance with our regulations, andwill allow you to enter candidates for and conduct any type of examination.
The approval procedures are quite straightforward.
You will:• complete an Application for centre approval. This form includes a list of our
approval criteria and you will be asked to provide information on how yousatisfy/will be able to satisfy these criteria. For example, we need to know that youhave a safe or lockable steel cabinet and appropriate arrangements to ensure thesecurity of all examination papers.
• send the form to the relevant address found in Centre Guide – DeliveringInternational Qualifications.
New centres must apply for qualification approval.
Centres wishing to offer examinations online should refer to A centre’s guide totechnical requirements for global on-line assessment.
City & Guilds reserves the right to suspend an approved centre, or withdraw itsapproval from an approved centre to conduct a particular City & Guilds qualificationor particular City & Guilds qualifications, for reasons of debt, malpractice or for anyreason that may be detrimental to the maintenance of authentic, reliable and validqualifications or that may prejudice the name of City & Guilds.
Centre approval
13International ESOL (English for Speakers of Other Languages) version 3
Centre requirementsAll centres offering the City & Guilds International ESOL qualifications will have tomeet the full requirements for the assessment procedures as detailed in this schemehandbook.
This includes the provision of:• appropriately qualified staff to invigilate the examination• facilities for assessments to be undertaken at appropriate times under conditions
required by City & Guilds. To run this examination, in addition to the examinationroom you will need reliable facilities to play the audio tapes which provide thetexts for the Listening part of the examination. It is the responsibility of the centreto provide the best possible conditions to enable candidates to listen to thesetapes. We recommend that you check the reliability of the equipment and theaudibility of the tapes prior to starting the examination.
InvigilationCentres will be expected to provide invigilators for the examination procedures. Theinvigilator will be responsible for the conduct and integrity of the examination. Theperson(s) undertaking this role will need to:• be familiar with the content of the City & Guilds conduct
of examinations document• accurately observe the time allotted for the examination• read out the ‘rules to candidates’ prior to commencement of the examination• ensure that all examination scripts are collected immediately after the
examination and handed to the person responsible for despatching them• ensure compliance with all other regulations relating to the examination.
Invigilators ideally will not be involved in training the candidates. However, wherethis is unavoidable, the trainer will not be allowed to be the only invigilator involvedfor that examination.
Conduct and supervision of the examinationsCentres must ensure the following:1 Any information charts in rooms where assessments take place should be
removed or covered if they would give help to candidates taking the assessments. 2 Once papers have been handed in they shall not be returned to the candidate.3 Centres must provide levels of invigilation to ensure that candidates work unaided
for the duration of the examination.4 Candidates will not be permitted to remove question papers from the location in
which the assessment is taking place, or to retain question papers.5 Where, in the opinion of the invigilator, any candidate engages in any conduct
during an examination that is deemed to have given him/her an unfair advantage,the candidate will be required to take an alternative paper.
Operating procedures – general requirements
14 International ESOL (English for Speakers of Other Languages) version 3
15In
tern
atio
nal
ESO
L(E
ng
lish
for
Spea
kers
of O
ther
Lan
gu
ages
) ver
sio
n 3
Form
at a
nd
feat
ure
s o
f In
tern
atio
nal
ESO
L
List
enin
g
Skill
& F
ocu
sTa
skLe
vels
No
of I
tem
s
List
enin
g: t
o m
atch
key
voc
abul
ary
in s
hort
–
mul
tiple
cho
ice
Prel
imin
ary
7st
atem
ents
to le
tter
s, w
ords
, gra
phic
s an
d sy
mbo
ls.
–ea
ch it
em h
eard
twic
eA
cces
s7
List
enin
g: t
o re
cogn
ise
the
func
tions
of s
hort
–
mul
tiple
cho
ice
Prel
imin
ary
7ut
tera
nces
typi
cal o
f spo
ken
Engl
ish
and
–ea
ch it
em h
eard
twic
eA
cces
s7
choo
se th
e be
st re
plie
s.A
chie
ver
6C
omm
unic
ator
8Ex
pert
8M
aste
ry8
List
enin
g: t
o re
cogn
ise
in s
hort
con
vers
atio
ns:
–m
ultip
le c
hoic
ePr
elim
inar
y5
topi
c, p
urpo
se, c
onte
xt, s
peak
ers,
gis
t, re
latio
nshi
p,
–di
alog
ues
Acc
ess
5fu
nctio
n, a
ttitu
de, f
eelin
gs a
nd o
pini
on.
–ea
ch te
xt h
eard
twic
e at
Pre
limin
ary
to A
chie
ver
Ach
ieve
r6
At t
he th
ree
high
er le
vels
als
o to
pre
dict
out
com
e.
–ea
ch te
xt h
eard
onc
e at
Com
mun
icat
or to
Mas
tery
Com
mun
icat
or6
Expe
rt6
Mas
tery
6
List
enin
g: t
o sh
ow u
nder
stan
ding
of s
poke
n –
dial
ogue
at P
relim
inar
yPr
elim
inar
y6
inpu
t by
sele
ctin
g in
form
atio
n fo
r a s
peci
fic ta
sk,
–m
onol
ogue
at A
cces
s, A
chie
ver a
nd C
omm
unic
ator
Acc
ess
6eg
com
plet
ing
a fo
rm, t
akin
g a
mes
sage
at
–di
alog
ue o
r mon
olog
ue a
t Exp
ert a
nd M
aste
ryA
chie
ver
6Pr
elim
inar
y to
Com
mun
icat
or.
–te
xt h
eard
twic
e Pr
elim
inar
y to
Com
mun
icat
orC
omm
unic
ator
8N
otes
of u
p to
thre
e w
ords
at C
omm
unic
ator
, –
text
hea
rd o
nce
at E
xper
t and
Mas
tery
Expe
rt8
Expe
rt a
nd M
aste
ry.
Mas
tery
8
List
enin
g: t
o fo
llow
a d
iscu
ssio
n an
d to
sho
w
–m
ultip
le c
hoic
eA
chie
ver
6un
ders
tand
ing
of g
ist,
det
ail a
nd th
e di
ffer
ence
–
text
hea
rd tw
ice
Com
mun
icat
or8
betw
een
fact
, opi
nion
, pur
pose
and
key
idea
s.–
at A
chie
ver,
Com
mun
icat
or, E
xper
t and
Mas
tery
Expe
rt8
Mas
tery
8
Form
at a
nd
feat
ure
s o
f In
tern
atio
nal
ESO
L
List
enin
g
Skill
& F
ocu
sTa
skLe
vels
No
of I
tem
s
Rea
din
g
Rea
din
g: t
o sh
ow k
now
ledg
e of
the
stru
ctur
e of
–
com
plet
e ad
apte
d te
xts
from
a v
arie
ty o
f aut
hent
ic s
ourc
esPr
elim
inar
y4
text
s. A
t Pre
limin
ary
to s
how
und
erst
andi
ng
–ga
ps a
t the
phr
ase,
cla
use
or s
ente
nce
leve
lA
cces
s5
of s
hort
sim
ple
text
a p
hras
e at
a ti
me.
At A
cces
s –
iden
tify
mis
sing
wor
ds, p
hras
es o
r sen
tenc
esA
chie
ver
6to
sho
w u
nder
stan
ding
of s
impl
e te
xt a
cla
use
atA
ll ot
her l
evel
s 6
a tim
e. A
t all
othe
r lev
els
to s
how
und
erst
andi
ng
of h
ow m
eani
ng is
bui
lt up
in d
isco
urse
.
Rea
din
g: t
o re
cogn
ise
feat
ures
typi
cal o
f tex
ts.
–co
mpl
ete
a te
xt
Prel
imin
ary
5To
reco
gnis
e th
e co
here
nce
and
cohe
sion
of s
hort
–
mul
tiple
cho
ice
Acc
ess
5te
xts
adap
ted
from
aut
hent
ic s
ourc
es th
roug
h A
chie
ver
5or
gani
satio
nal,
lexi
cal a
nd g
ram
mat
ical
feat
ures
. C
omm
unic
ator
6
Rea
din
g: A
t Exp
ert a
nd M
aste
ry to
un
ders
tand
aut
hent
ic te
xts
usin
g em
otiv
e Ex
pert
5
lang
uage
and
con
tain
ing
com
plex
str
uctu
res.
Mas
tery
5
16In
tern
atio
nal
ESO
L(E
ng
lish
for
Spea
kers
of O
ther
Lan
gu
ages
) ver
sio
n 3
Rea
din
g
Skill
& F
ocu
sTa
skLe
vels
No
of I
tem
s
Rea
din
g: t
o sh
ow a
war
enes
s of
text
pur
pose
and
–
iden
tify
whi
ch o
f fou
r lin
ked
text
s w
ritt
en fo
r diff
eren
t Pr
elim
inar
y 5
to lo
cate
spe
cific
info
rmat
ion.
Sca
nnin
g fo
ur s
hort
pu
rpos
es c
onta
ins
spec
ific
info
rmat
ion
Acc
ess
5 ad
apte
d au
then
tic te
xts.
–
mul
tiple
mat
chin
g A
chie
ver
9C
omm
unic
ator
9Ex
pert
9
Mas
tery
9
Rea
din
g: t
o lo
cate
and
tran
sfer
spe
cific
–
com
plet
e a
tabl
e at
Pre
limin
ary
Prel
imin
ary
6in
form
atio
n. C
aref
ul re
adin
g to
ext
ract
info
rmat
ion
–m
ultip
le c
hoic
e at
Acc
ess
Acc
ess
5an
d sh
ow c
ompr
ehen
sion
of a
text
–
com
plet
e an
swer
s at
Ach
ieve
r to
Mas
tery
usi
ng g
iven
A
chie
ver
10m
inim
um n
umbe
r of w
ords
Com
mun
icat
or9
Expe
rt
10M
aste
ry10
17In
tern
atio
nal
ESO
L(E
ng
lish
for
Spea
kers
of O
ther
Lan
gu
ages
) ver
sio
n 3
Form
at a
nd
feat
ure
s o
f In
tern
atio
nal
ESO
L
Form
at a
nd
feat
ure
s o
f In
tern
atio
nal
ESO
L
Wri
tin
g
Skill
& F
ocu
sTa
skLe
vels
No
of I
tem
s
Wri
tin
g: t
o pr
ovid
e pe
rson
al in
form
atio
n. A
t –
com
plet
e fo
rmPr
elim
inar
y5
Prel
imin
ary
to s
how
abi
lity
to c
ompl
ete
a A
cces
s 11
form
. At A
cces
s al
so to
follo
w in
stru
ctio
ns.
Wri
tin
g: t
o im
prov
e a
text
. At P
relim
inar
y le
vel
–re
wri
te a
text
at P
relim
inar
y an
d A
cces
s Pr
elim
inar
yPr
elim
inar
y5
to c
opy,
cor
rect
ing
basi
c pu
nctu
atio
n m
ista
kes.
–
iden
tify
and
corr
ect e
rror
s in
a te
xt a
t Ach
ieve
rA
cces
s5
At A
cces
s le
vel a
lso
to c
orre
ct s
pelli
ng a
nd w
ord
Ach
ieve
r 8
orde
r err
ors.
At A
chie
ver l
evel
to id
entif
y an
d co
rrec
t err
ors
in a
text
.
Wri
ting
:to
cons
truc
t a n
eutr
al o
r for
mal
text
for
–w
rite
four
sim
ple
sent
ence
s at
Pre
limin
ary
Prel
imin
ary
4 se
nten
ces
a pu
blic
aud
ienc
e. A
t Pre
limin
ary
to s
how
–
writ
e a
lett
er, m
essa
ge o
r not
e at
Acc
ess
Acc
ess
20-4
0 w
ords
abili
ty to
writ
e si
mpl
e se
nten
ces.
At A
cces
s –
writ
e a
form
al le
tter
, ins
truc
tions
, rep
ort,
art
icle
at A
chie
ver
Ach
ieve
r70
-100
wor
dsto
writ
e fo
rmal
ly fo
r a k
now
n re
ader
. At
–at
Com
mun
icat
or to
Mas
tery
to re
spon
d fo
rmal
ly to
a te
xtC
omm
unic
ator
100-
150
wor
dsA
chie
ver t
o M
aste
ry to
sho
w a
bilit
y to
resp
ond
–at
the
high
er le
vels
dis
curs
ive
topi
cs a
re a
lso
used
Expe
rt15
0-20
0 w
ords
form
ally
and
app
ropr
iate
ly to
a te
xt
Mas
tery
20
0-25
0 w
ords
18In
tern
atio
nal
ESO
L(E
ng
lish
for
Spea
kers
of O
ther
Lan
gu
ages
) ver
sio
n 3
19In
tern
atio
nal
ESO
L(E
ng
lish
for
Spea
kers
of O
ther
Lan
gu
ages
) ver
sio
n 3
Form
at a
nd
feat
ure
s o
f In
tern
atio
nal
ESO
L
Wri
tin
g
Skill
& F
ocu
sTa
skLe
vels
No
of I
tem
s
Wri
tin
g: t
o pr
oduc
e a
text
usi
ng in
form
al la
ngua
ge.
–w
rite
an
info
rmal
lett
er, m
essa
ge, p
ostc
ard
or
Prel
imin
ary
15-2
5 w
ords
At P
relim
inar
y to
sho
w a
bilit
y to
use
sen
tenc
e in
stru
ctio
ns a
t Pre
limin
ary
and
Acc
ess
Acc
ess
20-4
0 w
ords
cons
truc
tion,
pun
ctua
tion
and
corr
ect s
pelli
ng o
f –
wri
te a
n in
form
al re
ply
to a
sho
rt te
xtA
chie
ver
100-
120
wor
dske
y w
ords
. At A
cces
s to
sho
w a
bilit
y to
–
wri
te a
long
con
tinuo
us te
xt o
n a
give
n to
pic
Com
mun
icat
or10
0-15
0 w
ords
com
mun
icat
e w
ritt
en in
form
atio
n w
ith a
war
enes
s Ex
pert
200-
250
wor
dsof
the
inte
nded
read
er. A
t Ach
ieve
r to
prod
uce
Mas
tery
25
0-30
0 w
ords
sim
ple
conn
ecte
d in
form
al te
xts
on fa
mili
ar to
pics
, gi
ve re
ason
s an
d ex
plan
atio
ns fo
r opi
nion
s, a
nd
plan
and
con
vey
idea
s on
bot
h ab
stra
ct a
nd
conc
rete
topi
cs. A
t Com
mun
icat
or to
Mas
tery
to
pla
n, o
rgan
ise
and
prod
uce
free
wri
ting
on a
giv
en to
pic.
Listening
Listening: to match key vocabulary in short statements to letters, words,graphics and symbols (Preliminary and Access levels only)
In this section candidates are tested on recognition of the vocabulary usually taughtat beginner level. They are required to match what is heard with pictures or words.The topics which may be tested are shown in the syllabus for each level. AtPreliminary level one piece of information is tested. At Access level two pieces aretested, for example ‘She’s got short curly hair’.
Listening: to identify the best replies to short utterances
In this section the items are typical of spoken rather than written English. Candidatesmust be able to identify the context of the utterance and select the appropriateresponse to indicate an understanding of the context, meaning and function used.The items are likely to be from social situations and contexts common in everyday life.
Candidates will be required to recognise the function of rhythm, stress andintonation. In particular, recognition of auxiliaries and shortened forms is required,for example ‘We’re’, ‘He’s’.
As the items are from spoken English the vocabulary is likely to be informal. However,at all levels one item will always be formal. At the higher levels candidates arerequired to distinguish between levels of formality.
At Communicator, Expert and Mastery candidates will hear idiomatic expressions(particularly phrasal verbs) and will be expected to understand subtleties oflanguage.
Listening: to recognise the following in short conversations: topic,purpose, context, speakers, gist, relationship, function, attitude, feelings and opinion.
In this section candidates are required to recognise the topic, purpose, context or gistof a spoken dialogue, also the speakers, their relationship and/or feelings expressed.
At Preliminary and Access there will be five dialogues. The candidate will be requiredto answer one multiple choice question on each dialogue.
At all the remaining levels there will be three dialogues. At these levels candidatesare required to answer two multiple choice questions on each dialogue.
Examination content
20 International ESOL (English for Speakers of Other Languages) version 3
Listening: to show understanding of spoken input by selecting informationfor a specific task
A real world task is given and candidates are required to select the relevantinformation from what is heard in order to complete a task. Redundant informationwill be included in the text. A form or note pad is provided with headings to indicatethe information required.
At Preliminary, Access and Achiever the texts will be drawn from announcements,programmes, factual reports, future plans or presentations. At Communication,Expert and Mastery the texts may be presentations, broadcasts, narratives or lectures.
Levels are distinguished by the length and complexity of the task. At Expert andMastery the text will be heard only once.
Listening: to follow a discussion (Achiever, Communicator, Expert and Mastery)
In this section candidates listen to a discussion between a male and female speakerin which differing points of view are expressed. At Mastery candidates will hear threespeakers in discussion on a topic which may be academic or professional. Thediscussions will be heard twice.
At Achiever, six multiple choice questions must be answered, indicating a recognitionand understanding of any of the following: the distinction between fact and opinion,purpose, key ideas, interaction, contrast, cause and effect, exemplification, andattitude as shown by intonation and pitch. At the higher levels eight multiple choicequestions must be answered.
21International ESOL (English for Speakers of Other Languages) version 3
ReadingReading: to show knowledge of the structure of texts
This section tests candidates’ ability to follow the sequence of a narrative andreconstruct a piece of continuous text.
At Preliminary and Access candidates are asked to complete a gapped text byselecting words or phrases from a list provided. At the higher levels sentences will beselected from a given list. At all levels two redundant words, phrases or sentencesare given.
The levels are distinguished by the length and complexity of the text. At the higherlevels candidates will be expected to read texts containing complex sentencestructures, sophisticated cohesive devices and a degree of redundancy. Authentictexts will be used but they will be accessible to the lay reader.
Reading: to recognise features typical of texts
This section tests candidates’ ability to recognise how information is structured in atext. Authentic texts are chosen from a variety of authentic sources. FromPreliminary to Communicator gaps in texts test the way a writer uses various devicesto organise ideas and help the reader move through the text. Candidates may betested on:
• Cohesive devices, including:– Layout: use of different features to reflect type of text, eg advert, label,
address etc– Logical devices: use of appropriate language to reflect a logical development,
eg ‘again, also, and’ to indicate addition; ‘but, while although’ to indicatecontrast etc
– Grammatical devices: use of pronouns to replace nouns, use of determiners,logical sequence of tenses etc
– Lexical devices: use of synonyms to avoid repetition, related word forms,conventional and formulaic language etc
• Coherence: selecting a word or phrase which may not have a direct grammaticalor lexical link, but which orders the text so that it makes sense, eg the next step ina set of instructions or logical sequence of events.
Not all the features listed above will be tested at the lower levels. Although the textsare comparatively short, they are progressively longer, more complex and testsubtler differences at successive levels.
Reading: to recognise typical features of textsAt Expert and Mastery longer authentic texts are chosen from a single source andare followed by ten statements. Candidates have to choose which five statementsreflect what they have read.
22 International ESOL (English for Speakers of Other Languages) version 3
Reading: to show awareness of text purpose and to locate specific information
In this section candidates are tested on their ability to select information from text ofauthentic sources. Candidates are expected to show they can scan texts to identifyspecific information. Usually, four texts of differing forms containing information on arelated theme are given. Candidates must indicate which text gives the answer toquestions posed.
Candidates at Achiever and above will be tested on comprehension of the purposeof the text as well as comprehension of the content.
Reading: to locate and transfer specific information
This section tests candidates’ ability to read carefully and understand a longerparagraphed text and respond to questions. At Preliminary candidates are required toanswer questions by ticking boxes. At Access multiple-choice questions are provided.
From Achiever upwards the texts will have a high density of information and subtlety.At Expert and Mastery they will have complex sentence structures, sophisticatedcohesion, use less common lexical items and contain a degree of redundancy. Atthese levels candidates may have to make inferences about the opinion of the authorand the tone of the text. Candidates are required to extract information to completesentences in not more than three words to indicate an appropriate recognition andunderstanding of what has been read.
23International ESOL (English for Speakers of Other Languages) version 3
WritingWriting: to provide personal information (Preliminary and Access only)
In this section candidates are asked to provide appropriate responses on a form.Single-word answers are required. At Access the ability to follow instructions is alsotested. The form will be based on everyday situations, such as an application to startan English course.
Writing: to improve a text (Preliminary, Access and Achiever only)
A short text containing punctuation errors is given. Candidates are required to copythe text correcting the errors. At Access spelling and word order are also tested. AtAchiever candidates identify and correct the errors, but do not copy the text.
Writing: to construct a neutral or formal text for a public audience
The Preliminary candidate is required to compose four simple sentences tocommunicate basic ideas or information. The Access candidate follows instructionsto write a letter, message or note for a known audience.
At Achiever and Communicator candidates are given a text from authentic sourceswhich may, for example, be in the form of an advertisement, article, report orinstructions. Candidates may be asked to respond to a situation, for example, as aperson applying for a job. At Expert and Mastery more than one text may beprovided, from a wider variety of sources which may provide differing viewpoints.Candidates are required to produce a continuous formally written text. The wordlength required is outlined in the Format and features table.
Writing: to produce a text using informal language
In this section Preliminary and Access candidates are given a set of instructions tofollow to produce a simple informal text which may be in the form of a letter,postcard or message.
At Achiever candidates will always be required to produce a letter in response toinstructions, using an appropriate register and range.
At the higher levels candidates are given a single topic and required to produce a textin the form of a letter, narrative or descriptive composition.
Word lengths required are outlined in the Format and features table.
24 International ESOL (English for Speakers of Other Languages) version 3
Assessment of the International ESOL paperListening and Reading questions are marked against paper-specific marking schemes.
The free writing sections are marked against the criteria discussed in the syllabus. TheGlobal Communication Scale shows how well the candidate achieves each task, whileAccuracy, Range and Organisational Criteria are used to confirm the overall assessment.
The grades awarded will be either First Class Pass, Pass or Fail.
A First Class Pass is awarded when the candidate achieves First Class Passes in theListening, Reading and Writing sections.
A Pass is awarded when the candidate achieves a Pass in each of the Listening,Reading and Writing sections.
A Fail is given when a candidate fails to achieve a Pass in the Listening, Reading andWriting sections.
Feedback reportsUnsuccessful candidates will automatically receive a short feedback report designedto prepare them to retake an examination.
25International ESOL (English for Speakers of Other Languages) version 3
This page is intentionally blank
IntroductionThe syllabus shows the standards which a learner must achieve to gain a pass ineach of the six levels of the examination. For each level, Preliminary to Mastery, thestandards are shown for Listening, Reading and Writing. The standards must be readin conjunction with the sections showing the grammar tested at each level, theFunctions and Topics used and tested at each level. These follow the set of standardsfor each level.
Syllabus
27International ESOL (English for Speakers of Other Languages) version 3
This page is intentionally blank
Listening syllabusThe candidate will be able to:• follow carefully and slowly articulated speech which contains long pauses and
repetition to allow the listener to process the information• follow short conversations in everyday situations on topics concerning self, family
and immediate surroundings, and understand gist, context and the relationshipbetween speakers
• understand very simple questions, statements, accounts, narratives and single-step instructions spoken carefully and slowly
• follow short, simple directions and explanations• identify the function of short utterances (see Grammar and Functions sections
which follow)• extract key information in conversations to complete a simple task.
Phonological features• listen for phonological detail to distinguish between similar words,
to identify attitudes• recognise feelings and attitudes expressed through stress and intonation.
Range• understand key grammatical forms used in very common everyday
familiar contexts• recognise familiar words and very basic phrases concerning self, family and
immediate concrete surroundings.
Understanding gist• understand the main ideas of short explanations and conversations • identify speakers, context and topic of short conversations.
Understanding detail• extract key words, numbers and spellings from short statements and explanations.
Preliminary level
29International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• understand very short simple narratives and descriptions, single-step
instructions, simple directions, and simple explanations a single phrase at a timewith time to re-read for confirmation and/or clarification
• recognise the purposes of short texts where the purpose and intended audienceis clear
• locate specific information in short texts• understand viewpoints if made clearly and simply.
Range• understand very familiar names, words and phrases in simple common texts
found in everyday life• understand isolated words, short simple phrases and understand grammatical
structures that link clauses and help identify time reference• understand the meanings conveyed by capital letters and full stops in very
simple sentences.
Register• understand simple social courtesies.
Text structure• understand the organisational, lexical and grammatical features of short
simple texts• recognise different purposes of simple texts through layout conventions, cultural
conventions, common signs and symbols.
Preliminary level (continued)
30 International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• write to communicate simple information to a sympathetic reader• fill in a form with personal details • copy a text accurately and legibly, correcting basic punctuation and
capitalisation errors• compose simple sentences to communicate ideas or basic information about a
topic connected to personal information or knowledge• write a short letter, card, postcard and message using simple phrases and
sentences to communicate ideas and basic information about themselves, wherethey live and what they do
• write very simple descriptions, accounts and routines, single-step instructionsand directions in familiar contexts
• express likes, dislikes and preferences in relation to familiar topics.
Accuracy• use punctuation and capital letters correctly to show beginnings and ends of
sentences, proper nouns, personal pronoun ‘I’• spell correctly personal key words and familiar words• check what is written for basic errors• construct simple phrases and sentences using only basic grammar structures.
Range• use a basic range of vocabulary to deal with simple and familiar topics and tasks.
Organisation• write simple sentences on familiar topics• write a short sequence of simple sentences to form a basic message.
Preliminary level (continued)
31International ESOL (English for Speakers of Other Languages) version 3
Preliminary level (continued)
32 International ESOL (English for Speakers of Other Languages) version 3
GrammarCandidates may be exposed to the grammar required for the level above,but will not be tested on it.
Sentence structure
Preliminary Access:as Preliminary and in addition
• word order in simple statements:subject-verb-object/adverb/adjective/prepositional phrase
• word order in instructions • word order in questions• there is/are + noun
Simplesentences
Compoundsentences
Complex sentences
• there was/were
• use of the conjunctionsand/but/or
• word order subject-verb-(object)(+and/but/or) + subject-verb-(object)
• clauses of:time with when, before, after, reason because,result so
• noun clause with that
Preliminary level (continued)
33International ESOL (English for Speakers of Other Languages) version 3
Verb forms
Preliminary Access:as Preliminary and in addition
Present reference:• simple present tense of be/have/do
and common regular verbs• present continuous of common verbs• have got
Other:• yes/no questions• question words:
who/what/where/when/how much/how many/how old
• auxiliary do for questions andnegatives (positive questions only)
• short answers such as yes he does, no I haven’t
• imperatives and negative imperatives
• contracted forms appropriate to this level
• let’s + infinitive for suggestion
Verb forms Present reference:• simple present with no time focus• present continuous to express
continuity
Past reference: • past tense of regular and common
irregular verbs with time markers
Future reference:• NP + be going to, present
continuous and time markers
Other:• limited range of common verbs +
-ing form, such as like, go• verb + to + infinitive such as
want, hope• very common phrasal verbs such as
get up, switch on • questions such as what time, how
often, why, how, which • simple question tags using all the
verb forms at this level• contracted forms appropriate to
this level
Preliminary level (continued)
34 International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, pronouns, possessives, preposItions
Preliminary Access:as Preliminary and in addition
• can, can’t (ability/inability, permission) and would like(request)
• not negative questions
• regular and common irregular plural forms
• very common uncountable nouns• cardinal numbers 1-31
• personal – subject
• possessive adjectives such as my, your, his, her, its, our, their
• use of ‘s, s’
• common prepositions such as at, in, on, under, next to, between,near, to, from
• prepositional phrases of place, timeand movement, such as at home, onthe left, on Monday, at six o’clock
Modals
Nouns
Pronouns
Possessives
Prepositions andprepositionalphrases
Modals and forms with similarmeaning:• must (obligation)• mustn’t (prohibition)• have to, had got to (need)• can, could (requests),• couldn’t (impossibility)• may (permission)• single modal adverbs: possibly,
probably, perhaps
• countable and uncountable nouns• simple noun phrases• cardinal numbers up to 100 +
multiples of 100
• object, reflexive
• possessive pronouns such as mine, yours, whose
• prepositions of place, time andmovement, such as before, after,towards, up, down, along, across, infront of, behind, opposite
• prepositional phrases of place andtime, such as after dinner, before tea
Articles, determiners, adjectives, adverbs, intensifiers
Preliminary Access:as Preliminary and in addition
Preliminary level (continued)
35International ESOL (English for Speakers of Other Languages) version 3
• definite, indefinite
• use of capital letters and full stops
• the correct spelling of personalkeywords and familiar words
• sentence connectives – then, next
• any, some, a lot of
• common adjectives in front of a noun• demonstrative adjectives this, that,
these, those• ordinal numbers 1-31
• simple adverbs of place, manner andtime, such as here, slowly, now
• very, really
Articles
Punctuation
Spelling
Determiners
Adjectives
Adverbs
Intensifiers
• definite article• zero article with uncountable nouns• definite article with superlatives
• use of question marks, exclamationmarks, use of comma in lists
• the correct spelling of most personaldetails and familiar common words
• adverbs to indicate sequence (first,finally)
• use of substitution, (I think so, I hope so)• markers to structure spoken discourse
(Right. Well. OK)
• all, none, not (any), enough, (a) few, (a)little, many, more, most, much, no
• order of adjectives • comparative, superlative, regular and
common irregular forms• use of than• ordinal numbers up to 100 +multiples
of 100
• simple adverbs and adverbial phrases:sequencing, time and place,frequency, manner
• position of adverbs and word order ofadverbial phrases
• quite, so, a bit
Punctuation and spelling
Preliminary Access:as Preliminary and in addition
Discourse
Preliminary Access:as Preliminary and in addition
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance
2 Home• accommodation, rooms• furniture, furnishings
3 Own local area• services• amenities• region• flora and fauna
4 Everyday life• at home• at work• signs and notices
5 Education• type of school, college• subjects studied
6 Free time, interests• leisure• hobbies and interests• computer, Internet• music• holidays• sport
Preliminary level (continued)
36 International ESOL (English for Speakers of Other Languages) version 3
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices
9 Relationships• friends • colleagues• correspondence with others• behaviour
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking out
Preliminary level (continued)
37International ESOL (English for Speakers of Other Languages) version 3
13 Public services• post• telephone• banking• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)
14 Places• asking the way• giving directions• location
15 Language• ability at using a foreign language • understanding of foreign language• English spelling and alphabet
16 Weather• weather forecast• types of weather• types of climate
17 Measures and shapes• digits and cardinal numbers up to 31• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape
Preliminary level (continued)
38 International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing familiar people, places and things• correcting information• explaining daily routines.
Expressing thoughts and feelings• expressing agreement or disagreement• expressing views and feelings• stating knowledge or ignorance of something or someone• stating and asking about ability or inability to do something• seeking, granting or denying permission• expressing wishes• expressing a preference• expressing likes and dislikes• offering and accepting an apology.
Making things happen• responding to a request• requesting something or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving single-step instructions.
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• introducing oneself, family and close friends• opening, closing a conversation• indicating lack of understanding• asking someone to clarify something• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• taking leave.
Preliminary level (continued)
39International ESOL (English for Speakers of Other Languages) version 3
This page is intentionally blank
Listening syllabusThe candidate will be able to:• understand speech which is clearly and slowly articulated • follow short conversations both formal and informal connected with education,
work and social life understanding gist, context, feelings, opinionsand relationships
• understand simple questions, statements, narratives, directions, explanationsand instructions
• identify the function of short utterances (see Grammar and Functions sections)• extract and reproduce key information from simple spoken messages
and announcements.
Phonological features• recognise stress and intonation in simple and compound sentences • recognise feelings, moods, attitudes, important points and opinions expressed
through stress and intonation.
Range• understand key grammatical forms used in common everyday contexts
and situations• understand high frequency vocabulary and basic phrases relating to areas
of immediate personal relevance in straightforward familiar formal andinformal exchanges.
Understanding gist• understand the main ideas in short, clear, simple messages, presentations
and announcements, explanations, narratives and instructions • identify topic, purpose, context, speakers, relationships and opinions
from conversations.
Understanding detail• extract key words, phrases, numbers and spellings from announcements
and messages.
Access level
41International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• understand short simple narratives and descriptions, straightforward
instructions, directions and explanations on familiar and work related topics• recognise the different purposes of text both formal and informal when purpose
and intended audience is clear• locate specific predictable information in everyday short texts on familiar matters• understand a simple line of argument simply expressed• understand the main ideas and gist of simple personal letters and newspaper
articles describing events• understand routine formal letters on familiar topics• understand everyday signs and notices found in public places.
Range• recognise high frequency words and words with common spelling patterns in
everyday texts• understand punctuation and capitalisation used in simple and
compound sentences.
Register• understand simple expressions conveying different levels of formality.
Text structure• understand the organisational, lexical and grammatical features of short
simple texts• understand a very limited range of cohesive devices• identify the different purposes of short straightforward texts through layout
conventions, common signs, symbols and cultural conventions.
Access level (continued)
42 International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• compose simple texts using the appropriate format with some awareness of the
intended audience • fill in a form with personal details recording information using conventions such as
deleting, ticking, and with some awareness of the intended audience• copy a text correcting basic grammar, punctuation and spelling errors• follow instructions to write a formal letter, message or note • write informally about family, living conditions, schooling and job, plans and
arrangements, likes and dislikes and past activities• write short descriptions or tell a simple story using simple and
compound sentences• write a short sequence of simple explanations, instructions or directions• express simple opinions clearly.
Accuracy• spell correctly the majority of words used for personal detail and familiar
common words• write with reasonable accuracy short words appropriate to the level• check what is written for errors• use punctuation and capital letters correctly to show questions, commas in lists
and proper nouns• construct simple and compound sentences using basic structures.
Range• use a limited range of vocabulary to deal with simple and familiar topics and tasks.
Organisation• use conventions to indicate formality or informality• link a short sequence of simple sentences using basic linking word.
Access level (continued)
43International ESOL (English for Speakers of Other Languages) version 3
GrammarCandidates may be exposed to the grammar required for the level above,but will not be tested on it.
Sentence structure
Preliminary Access:as Preliminary and in addition
Access level (continued)
44 International ESOL (English for Speakers of Other Languages) version 3
• word order in simple statements:subject-verb-object/adverb/adjective/prepositional phrase
• word order in instructions • word order in questions• there is/are + noun
Simple sentences
Compoundsentences
Complex sentences
• there was/were
• use of the conjunctions and/but/or• word order
subject-verb-(object) (+and/but/or) +subject-verb-(object)
• clauses of:time with when, before, after, reason because,result so
• noun clause with that
Sentence structure
Achiever:as Access and in addition
Access level (continued)
45International ESOL (English for Speakers of Other Languages) version 3
• there has/have been• there will be/there is going to be
• word order in complex sentences• complex sentences with one
subordinate clause• defining relative clauses with who,
which, that• clause as subject/object
Simple sentences
Compoundsentences
Complexsentences
Verb forms
Preliminary Access:as Preliminary and in addition
Access level (continued)
46 International ESOL (English for Speakers of Other Languages) version 3
Present reference:• simple present tense of be/have/do
and common regular verbs• present continuous of common verbs• have got
Other:• yes/no questions• question words:
who/what/where/when/how much/howmany/how old
• auxiliary do for questions and negatives(positive questions only)
• short answers such as yes he does, no I haven’t
• imperatives and negative imperatives• contracted forms appropriate to
this level • lets + infinitive for suggestion
Verb forms Present reference:• simple present with no time focus• present continuous to express
continuity
Past reference: • past tense of regular and common
irregular verbs with time markers
Future reference: • NP + be going to, present continuous
and time markers
Other:• limited range of common verbs + -ing
form, such as like, go• verb + to + infinitive such as want,
hope• very common phrasal verbs such as
get up, switch on• questions such as what time, how
often, why, how, which• simple question tags using all the
verb forms at this level• contracted forms appropriate to
this level
Verb forms
Achiever:as Access and in addition
Access level (continued)
47International ESOL (English for Speakers of Other Languages) version 3
Present/Past reference:• present perfect with since/for,
ever/never, yet/already, just
Past reference:• used to for regular actions in the past• past continuous
Future reference:• future simple verb forms, NP+ will
Other:• zero and 1st conditional• range of verbs + -ing forms• to + infinitive to express purpose• common phrasal verbs and position of
object pronouns, such as I looked it up • simple reported/embedded
statements and questions • question tags using all verbs
appropriate at this level• contracted forms appropriate to
this level
Verb forms
Modals, nouns, pronouns, possessives, preposItions
Preliminary Access:as Preliminary and in addition
Access level (continued)
48 International ESOL (English for Speakers of Other Languages) version 3
• can, can’t (ability/inability, permission) and would like (request)
• not negative questions
• regular and common irregular pluralforms
• very common uncountable nouns• cardinal numbers 1-31
• personal – subject
• possessive adjectives such as my, your, his, her, its, our, their
• use of ‘s, s’
• common prepositions such as at, in, on, under, next to, between,near, to, from
• prepositional phrases of place, timeand movement, such as at home, onthe left, on Monday, at six o’clock
Modals
Nouns
Pronouns
Possessives
Prepositions andprepositionalphrases
Modals and forms with similarmeaning:• must (obligation)• mustn’t (prohibition)• have to, had got to (need)• can, could (requests),• couldn’t (impossibility)• may (permission)• single modal adverbs: possibly,
probably, perhaps
• countable and uncountable nouns• simple noun phrases• cardinal numbers up to 100 +
multiples of 100
• object, reflexive
• possessive pronouns such as mine, yours, whose
• prepositions of place, time andmovement, such as before, after,towards, up, down, along, across, infront of, behind, opposite
• prepositional phrases of place andtime, such as after dinner, before tea
Modals, nouns, pronouns, possessives, preposItions
Achiever:as Access and in addition
Access level (continued)
49International ESOL (English for Speakers of Other Languages) version 3
Modals and forms with similarmeaning:• should (obligation, advice)• might, may, will probably (possibility
and probability in the future)• would/should (advice)• need to (obligation)• needn’t (lack of obligation)• will definitely (certainty in the future)• may I (asking for permission)• I’d rather (stating preference)
• noun phrases with pre- and post-modification such as fair-haired peoplewith sensitive skin
• all cardinal numbers
• as Access
• wide range of prepositions, such asbeyond, above, beneath, below
• prepositional phrases, such as in hertwenties, of average height, in the topright hand corner
Modals
Nouns
Pronouns
Possessives
Prepositions andprepositionalphrases
Articles, determiners, adjectives, adverbs, intensifiers
Preliminary Access:as Preliminary and in addition
Access level (continued)
50 International ESOL (English for Speakers of Other Languages) version 3
• definite, indefinite
• use of capital letters and full stops
• the correct spelling of personalkeywords and familiar words
• sentence connectives – then, next
• any, some, a lot of
• common adjectives in front of a noun• demonstrative adjectives this, that,
these, those• ordinal numbers 1-31
• simple adverbs of place, manner andtime, such as here, slowly, now
• very, really
Articles
Punctuation
Spelling
Determiners
Adjectives
Adverbs
Intensifiers
• definite article• zero article with uncountable nouns• definite article with superlatives
• use of question marks, exclamationmarks, use of comma in lists
• the correct spelling of most personaldetails and familiar common words
• adverbs to indicate sequence (first,finally)
• use of substitution, (I think so, I hope so)• markers to structure spoken discourse
(Right. Well. OK)
• all, none, not (any), enough, (a) few, (a)little, many, more, most, much, no
• order of adjectives • comparative, superlative, regular and
common irregular forms• use of than• ordinal numbers up to 100 +multiples
of 100
• simple adverbs and adverbial phrases:sequencing, time and place,frequency, manner
• position of adverbs and word order ofadverbial phrases
• quite, so, a bit
Punctuation and spelling
Preliminary Access:as Preliminary and in addition
Discourse
Preliminary Access:as Preliminary and in addition
Articles, determiners, adjectives, adverbs, intensifiers
Achiever:as Access and in addition
Access level (continued)
51International ESOL (English for Speakers of Other Languages) version 3
• definite article with post-modification, such as the presentyou gave me
• use of indefinite article in definitions, such as an architect isa person who designs buildings
• use of punctuation in formal and informal texts, such asdashes, brackets, bullet points, speech marks
• the correct spelling of common words and key words relating to own work, leisure and study interests
• markers to indicate addition (also), sequence (in the firstplace), contrast (on the other hand)
• markers to structure spoken discourse, (anyway, by the way)• use of ellipsis in informal situations (got to go)• use of vague language ( I think, you know)
• a range of determiners, eg all the, most, both
• adjectives ending -ed + -ing, such as tired and tiring• comparative structures, such as as…as, … is the same as,
not so … as…, looks like/is like• all ordinal numbers
• more complex adverbial phrases of time, place, frequency,manner, such as as soon as possible
• a range of intensifiers such as too, enough
Articles
Punctuation
Spelling
Determiners
Adjectives
Adverbs
Intensifiers
Punctuation and spelling
Achiever:as Access and in addition
Discourse
Achiever:as Access and in addition
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance
2 Home• accommodation, rooms• furniture, furnishings
3 Own local area • services• amenities• region• flora and fauna
4 Everyday life• at home• at work• signs and notices
5 Education• type of school, college• subjects studied
6 Free time interests • leisure• hobbies and interests• computer, Internet• music• holidays• sport
Access level (continued)
52 International ESOL (English for Speakers of Other Languages) version 3
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices
9 Relationships• friends • colleagues• correspondence with others• behaviour• invitations
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking in restaurants, cafes etc
Access level (continued)
53International ESOL (English for Speakers of Other Languages) version 3
13 Public services• post• telephone• banking• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)
14 Places• asking the way• giving directions• location• points of the compass (4)
15 Language• ability at using a foreign language • understanding of foreign language• English spelling and alphabet
16 Weather• weather forecast• types of weather• types of climate
17 Measures and shapes• digits and cardinal numbers (up to 100 and multiples of 100)• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape
Access level (continued)
54 International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing people, places, things • correcting information• explaining daily routines• describing past events• comparing things, people.
Expressing thoughts, feelings and attitudes• expressing and asking about agreement or disagreement • denying something• expressing views and feelings with reasons• stating and asking about knowledge or ignorance of something or someone• stating and asking about ability or inability to do something• stating and asking about certainty or uncertainty of something• seeking, granting or denying permission• expressing and asking about wishes and hopes• expressing and asking about wants, desires, needs• stating and asking about intention• stating a preference• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness• expressing and asking about satisfaction or dissatisfaction• expressing disappointment• expressing gratitude• offering and accepting an apology• expressing approval or appreciation• expressing regret.
Making things happen• responding to a request• requesting something or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving instructions • giving advice• warning others to be careful or to stop doing something• offering and requesting assistance• insisting politely• persuading• suggesting a course of action.
Access level (continued)
55International ESOL (English for Speakers of Other Languages) version 3
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• introducing oneself, family and close friends• opening, closing a conversation• congratulating someone• proposing a toast• indicating lack of understanding• asking someone to clarify or explain something• asking someone to repeat all or part of something• asking someone to speak more slowly• asking for help in finding words or phrases• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• interrupting politely• summing up• taking leave • observing telephone conventions• observing letter-writing conventions.
Access level (continued)
56 International ESOL (English for Speakers of Other Languages) version 3
Listening syllabusThe candidate will be able to:• understand clearly articulated standard speech delivered relatively slowly • follow short conversations both formal and informal in a range of familiar
situations understanding gist, context, feelings, opinions and relationships • understand straightforward narratives, sequences, instructions, directions
and explanations • identify the function of short utterances (see Grammar and Functions sections)• follow the main points, speakers, purposes and attitudes in an
extended discussion• extract and reproduce key information from announcements and media
broadcasts on a range of familiar topics.
Phonological features• recognise stress and intonation in order to follow discourse • recognise feelings, moods, attitudes, important points and opinions expressed
through stress and intonation.
Range• understand key grammatical forms used in familiar and less familiar contexts
and situations• understand high frequency vocabulary and expressions relating to familiar and
less familiar topics.
Understanding gist• understand the main ideas in straightforward announcements, conversations and
discussions on familiar and less familiar topics.
Understanding detail• extract key information from announcements, conversations and discussions on
familiar and less familiar topics.
Achiever level
57International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• locate and understand details in narratives, explanations, descriptions,
instructions, biographies, articles and discursive texts on familiar topics • understand the main ideas in straightforward texts of more than one paragraph• locate and understand specific information in formal and informal real-life texts
which may include graphics• understand the purpose of different texts• understand information or purpose which may not be expressed overtly• understand a line of argument and conclusions clearly signalled in discursive text• understand feelings and opinions expressed in informal texts.
Range• understand words relating to work, leisure and study• understand longer texts which may contain some complex structures.
Register• understand the features which signal different levels of formality• understand features which indicate the purpose of a text.
Text structure• recognise the purpose of texts through layout conventions, common signs and
symbols and cultural conventions• use organisational features of texts to locate information• understand the organisational, lexical and grammatical features of a text• recognise the common structure of paragraphing to build up meaning in a text• understand how meaning is built up over discourse using markers to indicate
addition, sequence and contrast.
Achiever level (continued)
58 International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• write straightforward connected texts on a range of familiar topics• write short simple formal letters to ask for and convey simple information• write short simple texts for practical purposes: instructions, reports, articles• write short informal letters on topics of personal interest and knowledge• write brief narratives and descriptions on straightforward topics• express opinions simply, giving supporting reasons• proofread written work identifying and correcting errors.
Accuracy• use correct punctuation in formal and informal texts including dashes, brackets,
bullet points and speech marks• spell correctly the majority of common words and key words relating to work,
study and leisure interests• use basic grammatical structures correctly, including conjunctions, connectives and
discourse markers. Errors do not impede a sympathetic reader’s understanding.
Range• use vocabulary adequately to meet straightforward needs• communicate information and ideas with some adaptation to the intended reader.
Organisation• link a short linear sequence of ideas using discourse markers and conjunctions• demonstrate some awareness of conventions of an informal and formal letter.
Achiever level (continued)
59International ESOL (English for Speakers of Other Languages) version 3
60 International ESOL (English for Speakers of Other Languages) version 3
GrammarCandidates may be exposed to the grammar required for the level above,but will not be tested on it.
Sentence structure
Access: Achiever:as Preliminary and in addition as Access and in addition
Achiever level (continued)
• there was/were
• use of the conjunctions and/but/or• word order
subject-verb-(object) (+and/but/or) +subject-verb-(object)
• clauses of:time with when, before, after, reason because,result so
• noun clause with that
Simple sentences
Compoundsentences
Complex sentences
• there has/have been• there will be/there is going to be
• word order in complex sentences• complex sentences with one
subordinate clause• defining relative clauses with who,
which, that• clause as subject/object
61International ESOL (English for Speakers of Other Languages) version 3
Sentence structure
Communicator: as Achiever and in addition
Achiever level (continued)
• word order in sentences with morethan one subordinate clause
• there had been• use of common conjunctions
expressing contrast, purpose,consequence, condition, concession
• non-defining relative clauses• defining relative clauses with where,
whose, when• defining relative clauses without
relative pronouns• participial clauses describing action
with -ing
Simple, compoundand complexsentences withsubordinateclauses
Verb forms
Access: Achiever:as Preliminary and in addition as Access and in addition
Achiever level (continued)
62 International ESOL (English for Speakers of Other Languages) version 3
Present reference:• simple present with no time focus• present continuous to
express continuity
Past reference:• past tense of regular and common
irregular verbs with time markers
Future reference:• NP + be going to, present continuous
and time markers
Other:• limited range of common verbs +
-ing form, such as like, go• verb + to + infinitive such as want,
hope• very common phrasal verbs such as
get up, switch on• questions such as what time, how
often, why, how, which• simple question tags using all the verb
forms at this level• contracted forms appropriate to
this level
Verb forms Present/Past reference:• present perfect with since/for,
ever/never, yet/already, just
Past reference:• used to for regular actions in the past• past continuous
Future reference:• future simple verb forms, NP+ will
Other:• zero and 1st conditional• range of verbs + -ing forms• to + infinitive to express purpose• common phrasal verbs and position of
object pronouns, such as I looked it up • simple reported/embedded
statements and questions • question tags using all verbs
appropriate at this level• contracted forms appropriate to
this level
63International ESOL (English for Speakers of Other Languages) version 3
Verb forms
Communicator: as Achiever and in addition
Achiever level (continued)
Present/Past reference:• present perfect continuous
Past reference:• past perfect
Other:• simple passive• use of 2nd and 3rd conditional • verbs + (object) + gerund or infinitive
such as would like someone to dosomething, suggest doing something
• causative use of have and get• reported speech with a range
of tenses • wider range of phrasal verbs such as
give up, hold out• reported requests and instructions• question tags using tenses
appropriate to this level• contracted forms appropriate to
this level
Verb forms
Modals, nouns, pronouns, possessives, preposItions
Access: Achiever:as Preliminary and in addition as Access and in addition
Achiever level (continued)
64 International ESOL (English for Speakers of Other Languages) version 3
Modals and forms with similarmeaning:• must (obligation)• mustn’t (prohibition)• have to, had got to (need)• can, could (requests),• couldn’t (impossibility)• may (permission)• single modal adverbs: possibly,
probably, perhaps
• countable and uncountable nouns• simple noun phrases• cardinal numbers up to100 + multiples
of 100
• object, reflexive
• possessive pronouns such as mine,yours, whose
• prepositions of place, time andmovement, such as before, after,towards, up, down, along, across, infront of, behind, opposite
• prepositional phrases of place andtime, such as after dinner, before tea
Modals
Nouns
Pronouns
Possessives
Prepositions and prepositionalphrases
Modals and forms with similarmeaning:• should (obligation, advice)• might, may, will probably (possibility
and probability in the future)• would/should (advice)• need to (obligation)• needn’t (lack of obligation)• will definitely (certainty in the future)• may I (asking for permission)• I’d rather (stating preference)
• noun phrases with pre- and post-modification such as fair-haired peoplewith sensitive skin
• all cardinal numbers
• as Access
• wide range of prepositions, such asbeyond, above, beneath, below
• prepositional phrases, such as in hertwenties, of average height, in the topright hand corner
65International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, pronouns, possessives, preposItions
Communicator: as Achiever and in addition
Achiever level (continued)
• ought to (obligation)• negative of need and have to
to express absence of obligation• must/can’t (deduction)
• wider range of noun phrases with pre- and post-modification
• word order of determiners,eg all my books
• wider range of prepositions includingdespite, in spite of
• collocations of verbs/nouns +prepositions such as point at, have aninterest in
• preposition + -ing form such as afterleaving
Modals
Nouns
Prepositions and prepositionalphrases
Articles, determiners, adjectives, adverbs, intensifiers
Access: Achiever:as Preliminary and in addition as Access and in addition
Achiever level (continued)
66 International ESOL (English for Speakers of Other Languages) version 3
• definite article• zero article with uncountable nouns• definite article with superlatives
• all, none, not (any), enough, (a) few, (a)little, many, more, most, much, no
• order of adjectives • comparative, superlative, regular and
common irregular forms• use of than• ordinal numbers up to 100 +multiples
of 100
• simple adverbs and adverbial phrases:sequencing, time and place, frequency, manner
• position of adverbs and word order ofadverbial phrases
• use of question marks, exclamationmarks, use of comma in lists
• the correct spelling of most personaldetails and familiar common words
• quite, so, a bit
Articles
Determiners
Adjectives
Adverbs
Punctuation
Spelling
Intensifiers
• definite article with post-modification,such as the present you gave me
• use of indefinite article in definitions,such as an architect is a person whodesigns buildings
• a range of determiners, eg all the, most, both
• adjectives ending -ed + -ing such astired and tiring
• comparative structures, such asas…as, … is the same as, not so…as…, looks like/is like
• all ordinal numbers
• more complex adverbial phrases oftime, place, frequency, manner, suchas as soon as possible
• use of punctuation in formal andinformal texts, such as dashes,brackets, bullet points, speech marks
• the correct spelling of common wordsand key words relating to own work,leisure and study interests
• a range of intensifiers such as too,enough
Punctuation and spelling
Access: Achiever:as Preliminary and in addition as Access and in addition
67International ESOL (English for Speakers of Other Languages) version 3
Achiever level (continued)
• adverbs to indicate sequence (first, finally)
• use of substitution, (I think so, I hope so)• markers to structure spoken discourse
(Right. Well. OK)
Discourse • markers to indicate addition (also),sequence (in the first place), contrast(on the other hand)
• markers to structure spokendiscourse, (anyway, by the way)
• use of ellipsis in informal situations(got to go)
• use of vague language ( I think, you know)
Discourse
Access: Achiever:as Preliminary and in addition as Access and in addition
Articles, determiners, adjectives, adverbs, intensifiers
Communicator: as Achiever and in addition
Achiever level (continued)
68 International ESOL (English for Speakers of Other Languages) version 3
• definite, indefinite and zero article withboth countable and uncountablenouns in a range of uses
• comparisons with fewer and less• collocation of adjective +preposition
such as responsible for
• adverbial phrases of degree, extent, probability
• comparative and superlativeof adverbs
• wide range such as extremely, much too
Articles
Adverbs
Intensifiers
Punctuation and spelling
Communicator:as Achiever and in addition
Adjectives
Punctuation
Spelling
• multiple uses of commas• use of apostrophes for possession
and omission• use of other punctuation to
enhance meaning
• a range of discourse markersexpressing addition, cause and effect,contrast (however), sequence and time(at a later date)
• markers to structure spoken discourse(as I was saying)
• use of ellipsis in informal speech andwriting (sounds good)
• the correct spelling of words used inwork, studies and daily life
Discourse
Communicator: as Achiever and in addition
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance• character, disposition
2 Home• accommodation, rooms• furniture, furnishings
3 Own local area• services• amenities• region• flora and fauna
4 Everyday life• at home• at work• income• prospects
5 Education• type of school, college• subjects studied• qualifications
Achiever level (continued)
69International ESOL (English for Speakers of Other Languages) version 3
6 Free time interests • leisure• hobbies and interests• computer, Internet• music• holidays• sport• artistic pursuits
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines• exhibitions, museums
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices• passing through frontiers
9 Relationships• friends • colleagues• correspondence with others• behaviour, conventions• invitations• membership of clubs• government and politics• crime, justice• social issues
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
Achiever level (continued)
70 International ESOL (English for Speakers of Other Languages) version 3
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking in restaurants, cafes etc
13 Public services• post• telephone• banking• library• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)• embassies, consulates
14 Places• asking the way• giving directions• location• points of the compass (8)
15 Language• ability at using a foreign language • understanding of foreign language• English spelling and alphabet
16 Weather• weather forecast• types of weather• types of climate
Achiever level (continued)
71International ESOL (English for Speakers of Other Languages) version 3
17 Measures and shapes• digits and cardinal numbers• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape
Achiever level (continued)
72 International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing people, places, things • correcting information• explaining daily routines• narrating and describing past, present and future events• comparing things, people• reporting facts, actions.
Expressing thoughts, feelings and attitudes• expressing and asking about agreement or disagreement • denying something• expressing views and feelings with reasons• stating and asking about knowledge or ignorance of something or someone• stating whether a person, thing or action is remembered or forgotten• enquiring of someone else whether a person, thing or action is remembered
or forgotten• stating and asking about degrees of probability• expressing, denying or asking about necessity (including logical deduction)• stating and asking about one’s certainty or uncertainty of something• stating and asking about one’s ability or inability to do something• stating and enquiring about one’s obligation (or lack of) to do something• seeking, granting or denying permission• stating and asking about the permissibility of doing something• expressing and asking about wishes and hopes• expressing and asking about wants, desires, needs• stating and asking about intention• stating, responding to and asking about preference• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness• expressing and asking about satisfaction or dissatisfaction• expressing disappointment• expressing gratitude• expressing and asking about interest or lack of it• expressing surprise or lack of it• expressing and asking about fear or worry• giving reassurance• expressing regret, sympathy• offering and accepting an apology• granting forgiveness• expressing approval or appreciation• expressing regret
Achiever level (continued)
73International ESOL (English for Speakers of Other Languages) version 3
• expressing indifference• expressing and asking about approval or disapproval• expressing moral obligation.
Making things happen• responding to a request• requesting something or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving instructions • giving and asking for advice• responding to or rejecting advice, with reasons• warning others to be careful or to stop doing something• offering and requesting assistance• insisting politely• persuading someone to do something• suggesting a course of action• asking for, responding to or rejecting suggestions with reason/alternative• encouraging someone to do something• making and agreeing plans and arrangements• reaching a compromise• prohibiting someone from doing something• making a complaint.
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• making and responding to introductions• opening, closing a conversation• congratulating someone• proposing a toast• praising someone• paying a compliment• asking someone’s opinion• indicating lack of understanding• giving and asking for clarification or explanation of something• confirming one’s own or another’s understanding• asking someone to repeat a word, phrase or sentence• asking someone to speak more slowly• asking for help in finding words or phrases• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• interrupting politely• exemplifying or emphasising a point
Achiever level (continued)
74 International ESOL (English for Speakers of Other Languages) version 3
• encouraging another speaker to continue• indicating a wish to continue or finish speaking• summing up• taking leave • observing telephone conventions• observing letter-writing conventions.
Achiever level (continued)
75International ESOL (English for Speakers of Other Languages) version 3
Listening syllabusThe candidate will be able to:• understand standard spoken English delivered at normal speed • follow short conversations both formal and informal in a range of familiar
situations understanding gist, context, purpose, function, attitude, feelings,opinions and relationships
• follow a conversation and predict the likely outcome• understand narratives, sequences, instructions, descriptions and explanations• identify the function of short utterances which may contain idiomatic expressions
(see Grammar and Functions sections)• follow a discussion to identify gist, detail, purposes and key ideas and distinguish
between fact and opinion• extract and reproduce key information from announcements, media broadcasts,
presentations and lectures including abstract and concrete topics encountered inpersonal, social, academic and vocational life
• follow clearly structured extended speech and more complex argument whenfamiliar with the topic.
Phonological features• recognise how intonation, pitch and/or stress can affect meaning • recognise feelings, moods, attitudes, important points and opinions expressed
through stress, pitch and intonation.
Range• understand ideas, arguments and descriptions expressed through complex
sentence forms• understand some lower frequency vocabulary and expressions relating to
everyday life and current events.
Register• recognise degrees of formality used by speakers in different types of utterances in
everyday and less familiar situations.
Understanding gist• understand the main ideas in longer but clearly structured announcements,
conversations and discussions on familiar and unfamiliar concrete and abstract topics.
Understanding detail• extract the more salient points of detail from longer but clearly structured texts on
familiar and unfamiliar topics and on both concrete and abstract topics.
Communicator level
76 International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• understand texts in different styles and purposes with a large degree
of independence • understand the main ideas in complex texts on both familiar and abstract topics• understand the way meaning is built up in a range of texts• locate specific information from different parts of a text or different texts• understand feelings, opinions, warnings and conditions in both formal and
informal text• understand lengthy texts containing complex instructions or explanations• understand articles and reports concerned with contemporary issues in which the
writers adopt particular viewpoints• locate and understand information, ideas and opinions from longer more
specialised sources in familiar contexts.
Range• understand a broad range of vocabulary but may experience some difficulty with
low frequency idioms• understand texts which contain a broad range of grammatical structures.
Register• understand the features of register in texts including those conveying emotion
or dispute.
Text structure• recognise how purpose is achieved in a range of texts including those containing
images, graphical and tabular data• understand a broad range of discourse markers including those expressing
addition, cause and effect, contrast, sequence and time.
Communicator level (continued)
77International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• write coherently on topics of general interest linking ideas appropriately
and effectively• write clear connected text describing real or imaginary people or events• present an argument giving points for and against, supporting and evaluating
different views• write formal letters, reports or articles to fulfil a range of functions for
practical purposes • write letters descriptions of personally significant events, people or experiences.
Accuracy• use correct punctuation in formal and informal writing to enhance meaning• correctly spell words used in work, study and daily life• control grammar to communicate effectively although errors may occur when
complex structures are attempted.
Range• use words and expressions appropriate to topic and purpose of the writing• adjust register in familiar contexts to suit purpose and readership.
Organisation• use a range of linking words effectively to show clearly the relationship
between ideas • paragraph appropriately• reproduce conventional features of common types of text.
Communicator level (continued)
78 International ESOL (English for Speakers of Other Languages) version 3
79International ESOL (English for Speakers of Other Languages) version 3
GrammarCandidates may be exposed to the grammar required for the level above, but will not be tested on it.
Sentence structure
Achiever: as Access Communicator: and in addition as Achiever and in addition
Communicator level (continued)
• there has/have been• there will be/there is going
to be
• word order in complexsentences
• complex sentences withone subordinate clause
• defining relative clauseswith who, which, that
• clause as subject/object
Simple, compoundand complexsentences withsubordinateclauses
Simple sentences
Complex sentences
• word order in sentenceswith more than onesubordinate clause
• there had been• use of common
conjunctions expressingcontrast, purpose,consequence, condition,concession
• non-defining relativeclauses
• defining relative clauseswith where, whose, when
• defining relative clauseswithout relative pronouns
• participal clausesdescribing action with -ing
80 International ESOL (English for Speakers of Other Languages) version 3
Sentence structure
Expert: as Communicator and in addition
Communicator level (continued)
• word order in complex sentences,including order selected for emphasis
• there could be/would be/should be• could have/would have/should have• wider range of conjunctions including
on condition that, provided that• comparative clauses• more complex participial clauses
describing action with -ed
Simple, compoundand complexsentences withsubordinateclauses
81International ESOL (English for Speakers of Other Languages) version 3
Verb forms
Achiever: Communicator:as Access and in addition as Achiever and in addition
Communicator level (continued)
Present/Past reference:• present perfect with since/for,
ever/never, yet/already, just
Past reference:• used to for regular actions in the past• past continuous
Future reference:• future simple verb forms, NP+ will
Other:• zero and 1st conditional• range of verbs + -ing forms• to + infinitive to express purpose• common phrasal verbs and
position of object pronouns, such as I looked it up
• simple reported/embedded statements and questions
• question tags using all verbsappropriate at this level
• contracted forms appropriate to this level
Verb forms Present/Past reference• present perfect continuous
Past reference• past perfect
Other:• simple passive• use of 2nd and 3rd conditional • verbs + (object) + gerund or infinitive
such as would like someone to dosomething, suggest doing something’
• causative use of have and get• reported speech with a range of
tenses • wider range of phrasal verbs such as
give up, hold out• reported requests and instructions• question tags using tenses
appropriate to this level• contracted forms appropriate to
this level
82 International ESOL (English for Speakers of Other Languages) version 3
Verb forms
Expert: as Communicator and in addition
Communicator level (continued)
• all verb forms active and passive
Other:• would expressing habit in the past• mixed conditionals• reported speech with full range of
tenses and introductory verbs• extended phrasal verbs such as get
round to, carry on with• question tags using all tenses • imperative + question tag• contracted forms appropriate to
this level
Verb forms
83International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, possessives, preposItions
Achiever: as Access Communicator: and in addition as Achiever and in addition
Communicator level (continued)
Modals and forms withsimilar meaning:• should (obligation, advice)• might, may, will probably
(possibility and probabilityin the future)
• would/should (advice)• need to (obligation)• needn’t (lack of obligation)• will definitely (certainty in
the future)• may I (asking for
permission)• I’d rather (stating
preference)
• noun phrases with pre- andpost-modification such asfair-haired people withsensitive skin
• all cardinal numbers
• as Access
• wide range of prepositions,such as beyond, above,beneath, below
• prepositional phrases, suchas in her twenties, ofaverage height, in the topright hand corner
Modals
Nouns
Prepositionsand prepositionalphrases
Modals
Nouns
Possessives
Prepositionsand prepositionalphrases
• ought to (obligation)• negative of need and have
to to express absence ofobligation
• must/can’t (deduction)
• wider range of nounphrases with pre- and post-modification
• word order of determiners,eg all my books
• wider range of prepositionsincluding despite, in spite of
• collocations of verbs/nouns+ prepositions such aspoint at, have an interest in
• preposition + -ing formsuch as after leaving
84 International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, possessives, preposItions
Expert: as Communicator and in addition
Communicator level (continued)
• should have/might have/may have/could have/must have and negativeforms of these
• can’t have, needn’t have
• extended range of complex nounphrases
• preposition + having + past participlesuch as having eaten
Modals
Nouns
Prepositions and prepositionalphrases
85International ESOL (English for Speakers of Other Languages) version 3
Articles, determiners, adjectives, adverbs, intensifiers
Achiever: Communicator:as Access and in addition as Achiever and in addition
Communicator level (continued)
• definite article with post-modification,such as the present you gave me
• use of indefinite article in definitions,such as an architect is a person whodesigns buildings
• a range of determiners, eg all the,most, both
• adjectives ending -ed + -ing such astired and tiring
• comparative structures, such asas…as, … is the same as, not so …as…, looks like/is like
• all ordinal numbers
• more complex adverbial phrases oftime, place , frequency, manner, suchas as soon as possible
• a range of intensifiers such as too,enough
Articles
Determiners
Adjectives
Adverbs
Intensifiers
• definite, indefinite and zero article withboth countable and uncountablenouns in a range of uses
As achiever
• comparisons with fewer and less• collocation of adjective +preposition
such as responsible for
• adverbial phrases of degree, extent,probability
• comparative and superlative ofadverbs
• wide range such as extremely, muchtoo
Punctuation and spelling
Achiever: Communicator:as Access and in addition as Achiever and in addition
• use of punctuation in formal andinformal texts, such as dashes,brackets, bullet points, speech marks
• the correct spelling of common wordsand key words relating to own work,leisure and study interests
Punctuation
Spelling
• multiple uses of commas• use of apostrophes for possession and
omission• use of other punctuation to enhance
meaning
• the correct spelling of words used inwork, studies and daily life
86 International ESOL (English for Speakers of Other Languages) version 3
Discourse
Achiever: Communicator:as Access and in addition as Achiever and in addition
Communicator level (continued)
• markers to indicate addition (also),sequence (in the first place), contrast(on the other hand)
• markers to structure spoken discourse,(anyway, by the way)
• use of ellipsis in informal situations (got to go)
• use of vague language ( I think, youknow)
Discourse • a range of discourse markersexpressing addition, cause and effect,contrast (however), sequence and time(at a later date)
• markers to structure spoken discourse(as I was saying)
• use of ellipsis in informal speech andwriting (sounds good)
Articles, determiners, adjectives, adverbs, intensifiers
Expert: as Communicator and in addition
Punctuation and spelling
Expert: as Communicator and in addition
Discourse
Expert: as Communicator and in addition
• as Communicator
• accurate use of all punctuation
• the correct spelling of words used inwork, studies and daily life includingfamiliar technical words
• a range of logical markers (in thisrespect, accordingly)
• sequence markers (subsequently)• a wider range of discourse markers to
structure formal and informal speech(can we now turn to)
• as Communicator
• as Communicator
• collocation of intensifiers withabsolute and relative adjectives suchas absolutely gorgeous, very pretty
Articles
Punctuation
Spelling
Discourse
Adjectives
Adverbs
Intensifiers
Communicator level (continued)
87International ESOL (English for Speakers of Other Languages) version 3
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance• character, disposition
2 Home• types of accommodation, rooms• cost• furniture, furnishings, decoration
3 Own local area• services• amenities• region and geographical features• flora and fauna
4 Everyday life• at home• at work• income• prospects
5 Education• type of school, college• subjects studied• qualifications and examinations
6 Free time, interests • leisure• hobbies and interests• computer, Internet• music• holidays• sport• artistic and intellectual pursuits• photography
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines• exhibitions, museums
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices• passing through frontiers
9 Relationships• friends • colleagues• correspondence with others• behaviour, conventions• invitations• membership of clubs• government and politics• crime, justice• social issues
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
Communicator level (continued)
88 International ESOL (English for Speakers of Other Languages) version 3
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking in restaurants, cafes etc
13 Public services• post• telephone• banking• library• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)• embassies, consulates
14 Places• asking the way• giving directions• location• points of the compass
15 Language• ability at using a foreign language • understanding of foreign language• English spelling and alphabet
16 Weather• weather forecast• types of weather• types of climate
Communicator level (continued)
89International ESOL (English for Speakers of Other Languages) version 3
17 Measures and shapes• digits and cardinal numbers• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape
Communicator level (continued)
90 International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing people, places, things • correcting information• explaining routines• narrating and describing past, present and future events• comparing things, people• reporting facts, actions• stating facts, actions• giving descriptions and specifications.
Expressing thoughts, feelings and attitudes• expressing and asking about agreement or disagreement • denying something• expressing agreement reluctantly or with reservations• conceding a point or argument, demurring• expressing views and feelings with reasons• asserting and asking about knowledge or ignorance of something or someone• stating whether a person, thing or action is remembered or forgotten• enquiring of someone else whether a person, thing or action is remembered
or forgotten• stating and asking about degrees of probability/possibility• expressing, denying or asking about necessity (including logical deduction)• stating and asking about one’s certainty or uncertainty of something• reminding someone to do something• expressing doubt, incredulity, bewilderment• hypothesising• stating and asking about one’s ability or inability to do something• stating and enquiring about one’s obligation (or lack of) to do something• seeking, granting or denying permission• stating and asking about the permissibility of doing something• expressing and asking about wishes, hopes, expectations• expressing and asking about wants, desires, needs• stating and asking about intention• stating, responding to and asking about preference• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness• expressing and asking about satisfaction or dissatisfaction• expressing disappointment• expressing gratitude• expressing and asking about interest or lack of it• expressing surprise or lack of it
Communicator level (continued)
91International ESOL (English for Speakers of Other Languages) version 3
• expressing and asking about fear, worry, anxiety• giving reassurance• expressing regret, sympathy, condolence• expressing fellow-feeling, empathy• expressing and asking about pain, anguish, suffering• expressing relief• expressing indifference• expressing fatigue, resignation• offering and accepting an apology• granting forgiveness• expressing and asking about approval, appreciation or disapproval• expressing moral obligation• expressing regret• accepting, attaching or denying blame for something.
Making things happen• responding to a request• requesting something, or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving instructions or orders• giving and asking for advice• responding to or rejecting advice, with reasons• warning others to be careful or to stop doing something• offering and requesting assistance• insisting politely• persuading someone to do something• suggesting a course of action• asking for, responding to, agreeing to or rejecting suggestions with
reason/alternative• making and agreeing plans and arrangements• encouraging someone to do something• reaching a compromise• prohibiting someone from doing something• making a complaint• refusing to do something, expressing defiance• pleading with someone to do something.
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• making and responding to formal and informal introductions• opening, closing a formal or informal conversation• congratulating someone• proposing a toast
Communicator level (continued)
92 International ESOL (English for Speakers of Other Languages) version 3
• praising someone• paying someone a compliment• asking someone’s opinion• making someone feel welcome• indicating lack of understanding• giving and asking for clarification, explanation or definition of something• confirming one’s own or another’s understanding• asking someone to repeat all or part of something• asking someone to speak more slowly• asking for help in finding words or phrases• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• interrupting politely• objecting, protesting • exemplifying or emphasising a point• classifying, generalising, defining something• encouraging another speaker to continue• indicating a wish to continue or finish speaking• summing up• taking leave • observing telephone conventions• observing letter-writing conventions.
Communicator level (continued)
93International ESOL (English for Speakers of Other Languages) version 3
Listening syllabusThe candidate will be able to:• follow extended speech delivered at natural speed even when it is not clearly
structured and when the meaning may be implicit rather than explicit • follow short conversations both formal and informal in a range of situations,
understanding gist, context, purpose, function, attitude, feelings, opinionsand relationships
• understand complex narratives, sequences and explanations• recognise the function of short utterances which may contain idiomatic
English (see Grammar and Functions sections)• follow a discussion to identify gist, detail, purposes and key ideas and distinguish
between fact and opinion• extract and reproduce key information from announcements, media broadcasts,
presentations and lectures on abstract and concrete topics of general interest • follow a complex argument.
Phonological features• consistently recognise how intonation, pitch and/or stress affect meaning • consistently recognise feelings, moods, attitudes, important points and opinions
expressed through stress, pitch and intonation.
Range• understand ideas, arguments and descriptions expressed through a wide range of
complex grammatical structures• understand a broad range of vocabulary including idiomatic and colloquial
expressions.
Register• consistently recognise degrees of formality in different types of utterances used
by speakers in a wide range of situations.
Understanding gist• understand the main ideas of extended discourse even when the content is not
clearly structured.
Understanding detail• extract most points of detail even from extended discourse on both concrete and
abstract topics even when the content is not clearly structured.
Expert level
94 International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• understand long complex texts, appreciating distinctions in style and purpose • understand texts from authentic sources, identifying context, content and style• understand the main ideas of complex text on a wide range of texts on a wide
range of professional, academic and social topics• gather specific information from different parts of a text or from different texts• understand descriptions and narratives in which language is used to create
different sophisticated effects• understand lengthy texts containing complex instructions or explanations
including technical or specialist texts such as instruction manuals and articles• understand texts concerned with contemporary issues in which the writers adopt
particular viewpoints, identifying finer points of attitude, and implied as well asstated opinions.
Range• understand a broad range of vocabulary including idiomatic expressions • understand a very broad range of grammatical structures including those used to
convey subtle distinctions in meaning.
Register• understand the role of register even in emotional or allusive contexts.
Text structure• recognise how textual features are used to achieve purposes in a wide range of
texts including those containing images, graphical and tabular data• understand the different ways in which meaning is built up in a range of texts of
varying complexity• understand a range of logical markers and sequence markers.
Expert level (continued)
95International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• write well-structured, detailed texts on complex subjects clearly communicating
ideas, impressions, feelings and opinions• write complex narratives and descriptions varying style appropriately• write a well-structured detailed argument emphasising important points,
expanding and supporting relevant ideas• write formal letters, reports or articles to fulfil a wide range of functions including
those requiring a tactful approach.
Accuracy• use all punctuation marks accurately and effectively• spell correctly words used in work, study and daily life including commonly used
technical words• consistently control grammar to communicate effectively with few errors even
when complex structures are employed.
Range• use a wide range of vocabulary suitable for purpose• generally use idiomatic expressions appropriately and naturally• use a wide range of complex structures• adapt register effectively and appropriately according to purpose in
most contexts.
Organisation• link and organise ideas using a range of linking words and cohesive devices• organise text effectively to reflect the structure of the ideas expressed.
Expert level (continued)
96 International ESOL (English for Speakers of Other Languages) version 3
Expert level (continued)
97International ESOL (English for Speakers of Other Languages) version 3
GrammarCandidates may be exposed to the grammar required for the level above, but will not be tested on it.
Sentence structure
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
• word order in sentenceswith more than onesubordinate clause
• there had been• use of common
conjunctions expressingcontrast, purpose,consequence, condition,concession
• non-defining relativeclauses
• defining relative clauseswith where, whose,when
• defining relative clauseswithout relativepronouns
• participial clausesdescribing action with -ing
• word order in complexsentences, includingorder selected foremphasis
• there could be/wouldbe/should be
• could have/wouldhave/should have
• wider range ofconjunctions includingon condition that,provided that
• comparative clauses• more complex
participial clausesdescribing action with -ed
• full range of conjunctions Simple, compoundand complexsentences withsubordinateclauses
Expert level (continued)
98 International ESOL (English for Speakers of Other Languages) version 3
Verb forms
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
Present/Past reference• present perfect
continuous
Past reference• past perfect
Other:• simple passive• use of 2nd and 3rd
conditional • verbs + (object) +
gerund or infinitive suchas would like someone to do something, +suggest doingsomething
• causative use of haveand get
• reported speech with arange of tenses
• wider range of phrasalverbs such as give up,hold out
• reported requests andinstructions
• question tags usingtenses appropriate tothis level
• contracted formsappropriate to this level
• all verb forms active and passive
Other:• would expressing habit
in the past• mixed conditionals• reported speech with
full range of tenses andintroductory verbs
• extended phrasal verbssuch as get round to,carry on with
• question tags using alltenses
• imperative + question tag
• contracted formsappropriate to this level
• as ExpertVerb forms
Expert level (continued)
99International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, pronouns, possessives, preposItions
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
• ought to (obligation)• negative of need and
have to to expressabsence of obligation
• must/can’t (deduction)
• wider range of nounphrases with pre- andpost-modification
• word order ofdeterminers, eg all mybooks
• wider range ofprepositions includingdespite, in spite of
• collocations ofverbs/nouns +prepositions such aspoint at, have an interest in
• preposition + -ing formsuch as after leaving
• should have/mighthave/may have /couldhave/must have andnegative forms of these
• can’t have, needn’t have
• extended range ofcomplex noun phrases
• preposition + having +past participle such ashaving eaten
• as Expert
• as Expert
• as Expert
Modals
Nouns
Prepositionsand prepositionalphrases
Expert level (continued)
100 International ESOL (English for Speakers of Other Languages) version 3
Articles, adjectives, adverbs, intensifiers
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
• definite, indefinite andzero article with bothcountable anduncountable nouns in arange of uses
• comparisons with fewerand less
• collocation of adjective+preposition such asresponsible for
• adverbial phrases ofdegree, extent,probability
• comparative andsuperlative of adverbs
• wide range such asextremely, much too
• as Communicator
• as Communicator
• as Communicator
• collocation of intensifierswith absolute andrelative adjectives suchas absolutely gorgeous,very pretty
• as Expert
• as Expert
• as Expert
• as Expert
Articles
Adjectives
Adverbs
Intensifiers
Expert level (continued)
101International ESOL (English for Speakers of Other Languages) version 3
Discourse
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
Punctuation and spelling
Communicator: Expert: Mastery:as Achiever and as Communicator and as Expert and in addition in addition in addition
• multiple uses of commas
• use of apostrophes forpossession and omission
• use of other punctuationto enhance meaning
• a range of discoursemarkers expressingaddition, cause andeffect, contrast(however), sequence and time (at a later date)
• markers to structurespoken discourse (as I was saying)
• use of ellipsis in informalspeech and writing(sounds good)
• the correct spelling ofwords used in work,studies and daily life
• accurate use of allpunctuation
• a range of logicalmarkers (in this respect,accordingly)
• sequence markers(subsequently)
• a wider range ofdiscourse markers tostructure formal andinformal speech (can wenow turn to)
• the correct spelling ofwords used in work,studies and daily lifeincluding familiartechnical words
• as Expert
• a full range of discoursemarkers adapted tocontext and register
• the correct spelling ofwords used in morespecialised contexts (such as business,academia, internationalaffairs)
Punctuation
Discourse
Spelling
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance• character, disposition
2 Home• types of accommodation, rooms• cost• furniture, furnishings, decoration
3 Own local area• services• amenities• region and geographical features• flora and fauna
4 Everyday life• at home• at work• income• prospects• stress• money management
5 Education• type of school, college• subjects studied• qualifications and examinations• education system
Expert level (continued)
102 International ESOL (English for Speakers of Other Languages) version 3
6 Free time, interests • leisure• hobbies and interests• computer, Internet• music• holidays• sport• artistic and intellectual pursuits• photography
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines• exhibitions, museums
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices• passing through frontiers• foreign currency
9 Relationships• friends • colleagues• correspondence with others• behaviour, conventions• invitations• membership of clubs• government and politics• crime, justice• social issues
Expert level (continued)
103International ESOL (English for Speakers of Other Languages) version 3
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking in restaurants, cafes etc
13 Public services• post• telephone• banking• library• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)• embassies, consulates
14 Places• asking the way• giving directions• location• points of the compass
15 Language• ability at using a foreign language • understanding of foreign language• expression• English spelling and alphabet
Expert level (continued)
104 International ESOL (English for Speakers of Other Languages) version 3
16 Weather• weather forecast• types of weather• types of climate
17 Measures and shapes• digits and cardinal numbers• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape• feel, touch
18 World affairs• environmental• political• cultural• world/national economy• international communication• world/national events• world/national leaders• literature• citizenship
Expert level (continued)
105International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing people, places, things • correcting information• explaining routines• narrating and describing past, present and future events• comparing things, people• reporting facts, actions• stating facts, actions• giving descriptions and specifications.
Expressing thoughts, feelings and attitudes• expressing and asking about agreement or disagreement • denying something• expressing agreement reluctantly or with reservations• conceding, demurring• expressing views and feelings with reasons• asserting and asking about knowledge or ignorance of something or someone• stating whether a person, thing or action is remembered or forgotten• enquiring of someone else whether a person, thing or action is remembered
or forgotten• stating and asking about degrees of probability• expressing, denying or asking about necessity (including logical deduction)• stating and asking about one’s certainty or uncertainty of something• reminding someone to do something• expressing doubt, incredulity, bewilderment• hypothesising• speculating• stating and asking about one’s ability or inability to do something• stating and enquiring about one’s obligation (or lack of) to do something• seeking, granting or denying permission• stating and asking about the permissibility of doing something• expressing and asking about wishes, hopes, expectations• expressing and asking about wants, desires, needs• stating and asking about intention• stating, responding to and asking about preference• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness• expressing and asking about satisfaction or dissatisfaction• expressing disappointment• expressing gratitude• expressing and asking about interest or lack of it
Expert level (continued)
106 International ESOL (English for Speakers of Other Languages) version 3
• expressing surprise or lack of it• expressing and asking about fear, anxiety• giving reassurance• expressing regret, sympathy, condolence• expressing fellow-feeling, empathy• expressing and asking about pain, anguish, suffering• expressing relief• expressing indifference• expressing fatigue, resignation• offering and accepting an apology• granting forgiveness• expressing and asking about approval, appreciation or disapproval• expressing moral obligation• expressing regret• accepting, attaching or denying blame for something.
Making things happen• responding to a request• requesting something, or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving instructions or orders• giving and asking for advice• responding to or rejecting advice, with reasons• warning others to be careful or to stop doing something• offering and requesting assistance• insisting politely• persuading someone to do something• suggesting a course of action• asking for, responding to, agreeing to or rejecting suggestions with
reason/alternative• making and agreeing plans and arrangements• encouraging someone to do something• reaching a compromise• prohibiting someone from doing something• making a complaint• refusing to do something, expressing defiance• pleading with someone to do something.
Expert level (continued)
107International ESOL (English for Speakers of Other Languages) version 3
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• making and responding to formal and informal introductions• opening, closing a formal or informal conversation• congratulating someone• proposing a toast• praising someone• paying someone a compliment• asking someone’s opinion• making someone feel welcome• giving and responding to constructive criticism• indicating lack of understanding• giving and asking for clarification, explanation or definition of something• confirming one’s own or another’s understanding• asking someone to repeat all or part of something• asking someone to speak more slowly• asking for help in finding words or phrases• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• interrupting politely• objecting, protesting • exemplifying or emphasising a point• classifying, generalising, defining something• encouraging another speaker to continue• indicating a wish to continue or finish speaking• summing up• taking leave • observing telephone conventions• observing letter-writing conventions.
Expert level (continued)
108 International ESOL (English for Speakers of Other Languages) version 3
Listening syllabusThe candidate will be able to:• understand virtually everything spoken even when delivery is fast• follow short conversations both formal and informal in a comprehensive range of
situations, understanding gist, context, purpose, function and recognising subtlyexpressed attitude, feelings and opinions
• understand sophisticated narratives, sequences, explanations and subtle arguments
• recognise the function of short utterances which may contain idiomatic/colloquialEnglish (see Grammar and Functions sections)
• follow a discussion which may be academic or professional to identify gist, detail,purposes and key ideas and distinguish between fact and opinion
• extract and reproduce key information from announcements, media broadcasts,presentations and lectures on abstract and concrete topics of general, academicand professional interest
• follow a complex argument even when it is not clearly structured.
Phonological features• consistently recognise how subtle changes of intonation, pitch and/or stress
affect meaning • consistently recognise subtle expressions of feelings, moods, attitudes, important
points and opinions expressed through stress, pitch and intonation.
Range• understand ideas, arguments and descriptions regardless of their structure and
considerable complexity• understand a very wide range of vocabulary including terms used in academic and
professional discourse.
Register• consistently recognise degrees of subtle distinction used by speakers in different
types of utterances.
Understanding gist• consistently understand the main ideas of complex extended discourse even
when the topic is unfamiliar.
Understanding detail• consistently extract most points of detail from extended discourse even when the
topic is unfamiliar.
Mastery level
109International ESOL (English for Speakers of Other Languages) version 3
Reading syllabusThe candidate will be able to:• understand with ease virtually all types of authentic written texts of different
purposes and style and those dense in complex structures • understand the main ideas of all forms of written language, including lengthy
abstract, structurally or linguistically complex texts or highly idiomatic, literary and non-literary writing on a wide range of professional, academic andsocial topics
• gather specific information from different parts of a text or from different texts• understand descriptions and narratives in which language is used to create
different sophisticated and subtle effects• understand lengthy texts containing complex instructions or explanations on
specialist subjects• understand texts concerned with contemporary issues in which the writers adopt
particular viewpoints, identifying finer points of attitude and implied opinions, andfollow complex lines of reasoning.
Range• lexical features hardly ever impede understanding• understands almost all grammatical structures and features.
Register• understand subtleties in the use of register across a wide range of situations even
those involving tact and diplomacy.
Text structure• recognise how textual features are used to achieve purposes in texts including
those containing images, graphical and tabular data • understand the different ways in which meaning is built up in abstract, structurally
or linguistically complex texts• understand a full range of discourse markers adapted to context and register.
Mastery level (continued)
110 International ESOL (English for Speakers of Other Languages) version 3
Writing syllabusThe candidate will be able to:• write well-structured texts on complex or abstract subjects• write clear, smoothly flowing, complex formal letters, reports or articles in styles
fully appropriate to purpose and target readership• describe or narrate in an assured natural manner maintaining consistently the
style appropriate to purpose• develop cogent and smoothly flowing arguments.
Accuracy• use all punctuation marks accurately and effectively• spell correctly words used in more specialised contexts such as business,
academic and international affairs• maintain consistent control of complex grammatical structures.
Range• use a very wide range of vocabulary demonstrating ability to distinguish between
finer shades of meaning • use idioms appropriately and naturally• use a full range of structures to achieve different styles and purposes• consistently use appropriate register in a wide range of contexts including those
requiring sensitive and tactful responses.
Organisation• use a wide range of linguistic devices to create coherent and cohesive writing• structure texts logically using linguistic markers to enable the reader to
understand significant points.
Mastery level (continued)
111International ESOL (English for Speakers of Other Languages) version 3
Mastery level (continued)
112 International ESOL (English for Speakers of Other Languages) version 3
GrammarSentence structure
Expert: as Communicator and Mastery: as Expert andin addition in addition
Verb forms
Expert: as Communicator and Mastery: as Expert andin addition in addition
• word order in complex sentences,including order selected for emphasis
• there could be/would be/should be• could have/would have/should have• wider range of conjunctions including
on condition that, provided that• comparative clauses• more complex participial clauses
describing action with -ed
• all verb forms active and passive
Other:• would expressing habit in the past• mixed conditionals• reported speech with full range of
tenses and introductory verbs• extended phrasal verbs such as get
round to, carry on with• question tags using all tenses • imperative + question tag• contracted forms appropriate to
this level
Simple, compoundand complexsentences withsubordinateclauses
Verb forms
• full range of conjunctions
• as Expert
Mastery level (continued)
113International ESOL (English for Speakers of Other Languages) version 3
Modals, nouns, preposItions
Expert: as Communicator and Mastery: as Expert andin addition in addition
Articles, adjectives, adverbs, intensifiers
Expert: Mastery: as Expert andas Communicator and in addition in addition
• should have/might have/may have/could have/must have and negativeforms of these
• can’t have, needn’t have
• extended range of complex nounphrases
• preposition + having + past participlesuch as ‘having eaten’
Modals
Nouns
Prepositions andprepositionalphrases
• as Expert
• as Expert
• as Expert
• as Expert
• as Expert
• as Expert
• as Expert
• as Communicator
• as Communicator
• as Communicator
• collocation of intensifiers with absolute and relative adjectives such as absolutely gorgeous, very pretty
Articles
Adjectives
Adverbs
Intensifiers
Mastery level (continued)
114 International ESOL (English for Speakers of Other Languages) version 3
Punctuation and spelling
Expert: Mastery: as Expert andas Communicator and in addition in addition
Discourse
Expert: Mastery: as Expert andas Communicator and in addition in addition
• accurate use of all punctuation
• the correct spelling of words used inwork, studies and daily life includingfamiliar technical words
• a range of logical markers (in thisrespect, accordingly)
• sequence markers (subsequently)• a wider range of discourse markers to
structure formal and informal speech(can we now turn to)
Punctuation
Spelling
• as Expert
• the correct spelling of words used inmore specialised contexts (such as business, academia,international affairs)
• a full range of discourse markersadapted to context and register
Topics1 Self and family
• name• title• address• telephone/fax number• e-mail address• date and place of birth• age• sex• marital status• nationality• origin• occupation• family members• religion• likes and dislikes• physical appearance• character, disposition
2 Home• types of accommodation, rooms• cost• furniture, furnishings, decoration
3 Own local area• services• amenities• region and geographical features• flora and fauna
4 Everyday life• at home• at work• income• prospects• stress• money management
5 Education• type of school, college• subjects studied• qualifications and examinations• education system
Mastery level (continued)
115International ESOL (English for Speakers of Other Languages) version 3
6 Free time, interests • leisure• hobbies and interests• computer, Internet• music• holidays• sport• artistic and intellectual pursuits• photography
7 Entertainment• TV• radio • cinema• theatre• concerts• sporting events• newspapers, magazines• exhibitions, museums
8 Travel• public transport• private transport• traffic• holiday accommodation• luggage• travel documents• signs and notices• passing through frontiers• foreign currency
9 Relationships• friends • colleagues• correspondence with others• behaviour, conventions• invitations• membership of clubs• government and politics• crime, justice• social issues
Mastery level (continued)
116 International ESOL (English for Speakers of Other Languages) version 3
10 Health and hygiene• parts of the body• personal comfort• hygiene• ailments, accidents• insurance
11 Shopping• shopping facilities• foodstuffs• clothes, fashion• household articles• prices
12 Food and drink• types of food and drink• eating and drinking in restraints, cafes etc
13 Public services• post• telephone• banking• library• police• hospital• surgery (doctor/dentist)• garage• petrol station• insurance• emergency services (fire, ambulance)• embassies, consulates
14 Places• asking the way• giving directions• location• points of the compass
15 Language• ability at using a foreign language • understanding of foreign language• expression• English spelling and alphabet
Mastery level (continued)
117International ESOL (English for Speakers of Other Languages) version 3
16 Weather• weather forecast• types of weather• types of climate
17 Measures and shapes• digits and cardinal numbers• telephone numbers• height, length, weight• capacity and volume• temperature• dates, days• times• shape• feel, touch
18 World affairs• environmental• political• cultural• world/national economy• international communication• world/national events• world/national leaders• literature• citizenship
Mastery level (continued)
118 International ESOL (English for Speakers of Other Languages) version 3
Functions(See Topics list for contexts)
Personal environment• asking for and giving personal information • describing where one lives (accommodation, area etc)• asking and answering questions for confirmation, information, identification• describing people, places, things • correcting information• explaining routines• narrating and describing past, present and future events• comparing things, people• reporting facts, actions• stating facts, actions• giving descriptions and specifications.
Expressing thoughts, feelings and attitudes• expressing and asking about agreement or disagreement • denying something• expressing agreement reluctantly or with reservations• conceding, demurring• expressing views and feelings with reasons• asserting and asking about knowledge or ignorance of something or someone• stating whether a person, thing or action is remembered or forgotten• enquiring of someone else whether a person, thing or action is remembered
or forgotten• stating and asking about degrees of probability• expressing, denying or asking about necessity (including logical deduction)• stating and asking about one’s certainty or uncertainty of something• reminding someone to do something• expressing doubt, incredulity, bewilderment• hypothesising• speculating• stating and asking about one’s ability or inability to do something• stating and enquiring about one’s obligation (or lack of) to do something• seeking, granting or denying permission• stating and asking about the permissibility of doing something• expressing and asking about wishes, hopes, expectations• expressing and asking about wants, desires, needs• stating and asking about intention• stating, responding to and asking about preference• expressing and asking about likes and dislikes, with reasons• expressing and asking about (dis)pleasure, (un)happiness• expressing and asking about satisfaction or dissatisfaction• expressing disappointment• expressing gratitude• expressing and asking about interest or lack of it
Mastery level (continued)
119International ESOL (English for Speakers of Other Languages) version 3
• expressing surprise or lack of it• expressing and asking about fear, anxiety• giving reassurance• expressing regret, sympathy, condolence• expressing fellow-feeling, empathy• expressing and asking about pain, anguish, suffering• expressing relief• expressing indifference• expressing fatigue, resignation• offering and accepting an apology• granting forgiveness• expressing and asking about approval, appreciation or disapproval• expressing moral obligation• expressing regret• accepting, attaching or denying blame for something.
Making things happen• responding to a request• requesting something, or someone to do something• inviting someone to do something• accepting or declining an offer or invitation• giving instructions or orders• giving and asking for advice• responding to or rejecting advice, with reasons• warning others to be careful or to stop doing something• offering and requesting assistance• insisting politely• persuading someone to do something• suggesting a course of action• asking for, responding to, agreeing to or rejecting suggestions with
reason/alternative• making and agreeing plans and arrangements• encouraging someone to do something• reaching a compromise• negotiating a result• prohibiting someone from doing something• making a complaint• refusing to do something, expressing defiance• pleading with someone to do something.
Social contact• getting someone’s attention• greeting people and responding to greetings• expressing thanks• addressing somebody• making and responding to formal and informal introductions• opening, closing a formal or informal conversation
Mastery level (continued)
120 International ESOL (English for Speakers of Other Languages) version 3
• congratulating someone• proposing a toast• praising someone• paying someone a compliment• asking someone’s opinion• making someone feel welcome• giving and responding to constructive criticism• indicating lack of understanding• giving and asking for clarification, explanation or definition of something• confirming one’s own or another’s understanding• asking someone to repeat all or part of something• asking someone to speak more slowly• asking for help in finding words or phrases• asking for and giving the spelling and meaning of words• counting and using numbers • asking for and telling people the time, day, date• interrupting politely• objecting, protesting • exemplifying or emphasising a point• classifying, generalising, defining something• encouraging another speaker to continue• indicating a wish to continue or finish speaking• summing up• taking leave • observing telephone conventions• observing letter-writing conventions
Mastery level (continued)
121International ESOL (English for Speakers of Other Languages) version 3
Published by City & Guilds1 Giltspur StreetLondonEC1A 9DDT +44 (0)20 7294 2468F +44 (0)20 7294 2400International fax +44 (0)20 7294 2405www.cityandguilds.com
City & Guilds is a registered charityestablished to promote educationand training
PQ-00-4022