Skills For Life: Entry 1, 2 and 3 Levels 1 and 2

University of Cambridge ESOL Examinations
Skills for Life

Entry 1, 2 and 3 • Levels 1 and 2
Handbook
Key features Contents
Page
Reliability Introduction 2
The Cambridge ESOL Certificates in ESOL Skills for Life provide a completely
external assessment, with all questions and tasks set and marked by Certificates in ESOL Skills for Life – an overview 3
Cambridge ESOL, and with all exams conducted under specified and
supervised conditions. Grading and results 10
Cambridge ESOL has a strong reputation for its research and validation Valid and fair assessment 13
work. Ongoing validation work ensures fairness to candidates and
standardisation of results over time. High quality administration 15
Convenience Outstanding teacher support 17

The certificates are available on demand, enabling colleges and other
learning providers to offer them at a time that suits both them and their Key Skills 18
students.
Reading mode 20
Support
As with all Cambridge ESOL qualifications, there is a comprehensive Writing mode 24
support package, including on-line teaching resources, sample papers,
seminars for teachers and examination reports. Cambridge ESOL is also Speaking and Listening mode 33
working with publishers as they develop suitable learning and teaching
materials. Sample papers 41
Cambridge ESOL also offers the opportunity for colleges to be involved in About Cambridge ESOL 71
the pretesting of examination materials.
Value for money

The certificates are competitively priced, offering high quality assessment Note: Further sample papers are available for download from
at a reasonable cost. They can be eligible for Learning and Skills Council www.CambridgeESOL.org/SfL
funding and can qualify for the Basic Skills uplift.
Freedom to teach
The Cambridge ESOL certificates do not require continuous assessment so
classroom tutors can focus on the development of the skills, knowledge
and understanding of their learners.
www.CambridgeESOL.org/SfL
2 Skills for Life | Introduction Skills for Life | an overview 3
Introduction Certificates in ESOL Skills for Life – an overview
‘Skills for Life’ is the Government’s strategy for improving adult literacy, Cambridge ESOL’s Certificates in ESOL Skills for Life contribute to the Skills
numeracy and ESOL skills in England. From September 2004, all qualifica- for Life initiative by providing assessment of English for Speakers of Other
tions for adult learners of English in the state sector which relate to the Languages which is designed around the standards for adult literacy and
strategy must be based on the Adult ESOL Core Curriculum – a development the Adult ESOL Core Curriculum. They meet the needs of a diverse range of
of the National Standards for Adult Literacy – and accredited by the adult ESOL learners resident or seeking residence in England.
Qualifications and Curriculum Authority (QCA).
These qualifications provide flexible assessment of ESOL learners in Skills for Life
England, whilst minimising the workload for teachers and administrators. • wholly externally assessed, by trained and experienced examiners
They reflect the use of English in everyday life and are fully based on the • available on demand to suit the learner and the learning provider
Adult ESOL Core Curriculum. • can be eligible for Learning and Skills Council funding
• profiled results for individual learner feedback
Following accreditation by the QCA, the Cambridge ESOL certificates feature • fast turnaround of results
as part of the National Qualifications Framework (NQF). A full list of accredited • available as an all-mode qualification (Speaking and Listening,
qualifications in the UK can be found at www.openquals.co.uk Reading, Writing) or as a single-mode Speaking and Listening
qualification.
The certificates are taken at authorised Cambridge ESOL examination
centres. Cambridge ESOL has an extensive network of centres offering these
examinations. Levels
Cambridge ESOL Skills for Life certificates are available at Entry 1, Entry 2,
To find your nearest centre, visit www.CambridgeESOL.org/SfL Entry 3, Level 1 and Level 2 on the National Qualifications Framework.
Prior learning
The tests are designed to offer progression through the levels, and at any
one level the prior language knowledge and attainment required is
that defined in the standards and curriculum for the NQF level below. No
specific language knowledge or experience is required for Entry 1. For
more information on the Adult ESOL Core Curriculum, please visit
www.dfes.gov.uk/curriculum_esol
4 Skills for Life | an overview Skills for Life | an overview 5
Progression Content and structure

After Level 2, candidates can progress onto other Cambridge ESOL qualifi- At each level, three separate modes are available:
cations, or GCSEs and Key Skills qualifications. • Reading
• Writing
As the world’s leading provider of qualifications for learners of English, • Speaking and Listening.
Cambridge ESOL offers additional progression routes with its internationally
recognised English language qualifications. Visit www.openquals.co.uk for Candidates may choose to enter any combination of the three modes. In
a full list of accredited qualifications available in the UK. order to reflect the fact that many candidates will have varying levels of ability
in different skills, it is also possible for them to be assessed in different
modes at different levels in the same exam session. Alternatively, candi-
Progression with Cambridge ESOL
dates may prefer to enter for single modes, one by one, as their skills
NQF Cambridge General Business QCA Common develop. Either way, candidates are able to build up a portfolio of achieve-
ESOL English English Key Skills European ment over time.
Skills for Certificates Communication Framework
Life A choice of pathways
L5 Level 5 The Cambridge ESOL Certificates in ESOL Skills for Life are designed to give
learners the opportunity to demonstrate their abilities in English in the full
L4 Level 4 C2.2
range of skills. The flexible modular structure can ensure that the assess-
L3 CPE Level 3 C2 ment of language proficiency is comprehensive.
L2 Level 2 CAE BEC Level 2 C1
Higher For some learners, however, a full profile across all the modes and skills is
not required, for example, for certain employment purposes.
L1 Level 1 FCE BEC Level 1 B2
Vantage To enable candidates to opt for an assessment of their overall proficiency in
English, or to demonstrate the level of their oral/aural skills only,
E3 Entry 3 PET BEC B1
Cambridge ESOL provides two pathways to an approved qualification:
Preliminary
1. an all-mode, unitised qualification in Speaking and Listening, Reading,
E2 Entry 2 KET A2 and Writing.
2. a single-mode qualification in Speaking and Listening.
E1 Entry 1 A1
The qualifications are available at Entry 1, Entry 2, Entry 3, Level 1 and Level
For more information on Cambridge ESOL qualifications, visit 2. It is important to note that, if a learner subsequently wishes to obtain an
www.CambridgeESOL.org all-mode qualification, a pass in the single-mode Speaking and Listening
qualification, with the addition of passes in Reading and Writing, can count
towards an all-mode qualification for up to three years.
The timings for each mode are given below. At Entry 1–3 candidates will encounter topics in the tests which are both
familiar and relevant to them as learners of English. Topics may include:
Mode
• personal details/experiences
Reading Writing Speaking and • work
Listening • education/training
• housing
Entry 1 50 minutes 40 minutes 16–18 minutes
• family and friends
Entry 2 1 hour 50 minutes 18–20 minutes • health
• transport
Entry 3 1 hour 15 minutes 1 hour 20–22 minutes
• weather
Level 1 1 hour 1 hour 15 minutes 24–25 minutes • buying goods
• leisure
Level 2 1 hour 1 hour 30 minutes 26–27 minutes
• UK society.
Reading at Levels 1 and 2 is tested via the National Adult Literacy Tests.
At Levels 1 and 2, the tasks are designed to reflect the fact that the needs
Study commitment (notional guided learning hours) of ESOL learners at these levels will be predominantly educational or pro-
The Cambridge ESOL Certificates in ESOL Skills for Life are ideal for both fessional, though broader social issues are also included in the materials
full-time and part-time study. In keeping with QCA guidelines, the guided where appropriate. Therefore, in addition to the above list of topics, candi-
learning hours for an average learner following an ESOL Skills for Life qual- dates may encounter such topics as:
ification are estimated to be a minimum of 100 hours per mode per level. • careers
This is a notional figure used to calculate the substance of whole qualifica- • academic study
tions based on the adult literacy standards and the Core Curriculum. It does • information technology
not imply that the language modes are taught or learned separately. • the environment
• law and order.
Candidature
The Skills for Life tests are designed for adult (16+) learners whose first lan- Examination opportunities are designed to ensure that each assessment
guage is not English, and who are living or trying to settle in England. These experienced by individual candidates is fair, objective, and previously
ESOL learners may include refugees or asylum seekers, migrant workers, unseen. Mark schemes do not demand 100% correctness, and allow can-
people from settled communities, and partners or spouses of people who didates to reach the level via different patterns of strengths and weaknesses.
are settled in this country for a number of years.
In line with the overall objectives of the Adult ESOL Core Curriculum, the
It is expected that the learners’ educational and employment backgrounds choice of contexts, topics and texts is designed to encourage an under-
will be diverse, as well as their aspirations, literacy levels and language standing of spiritual, moral, ethical and cultural issues. It will also con-
learning skills. This diversity is reflected in the range of material selected for tribute to raising awareness of environmental issues and health and safety
use in these tests and in the task types which candidates need to complete. considerations, as well as European developments consistent with relevant
Most of the topic areas correspond to themes contained in the ESOL international agreements.
Citizenship syllabus.
Examination entries Accreditation numbers

Cambridge ESOL requires four weeks’ notice to be given before the date of The following table shows the QCA/LSC reference numbers:
the proposed exam session.
Qualification Speaking and Reading Writing
Accreditation Listening
There are certain restrictions on examination entries:
Number
• The certificates are intended for learners whose first language is not
English. Column A Column B
• Centres are requested to ensure that candidates enter the
examinations only at a time when they have a realistic chance of Entry 1 100/3942/9 100/5129/6 M/102/4823 T/102/4824
success at the given level.
• Candidates may not enter for the same mode at a higher level within a Entry 2 100/3930/2 100/5130/2 T/102/9487 A/102/9488
two-month period.
• Candidates may not re-enter for the same mode at the same level Entry 3 100/3932/6 100/5131/4 Y/102/4833 K/102/4836
within a one-month period.
• Centres can enter candidates for each mode at each level up to nine
Level 1 100/4938/1 100/5133/8 T/102/9568 K/102/9566
times a year (e.g. a centre can hold up to nine sessions of Entry 1
Reading per year plus nine sessions of Entry 2 Reading per year, etc.).
• Centres must enter a minimum of 10 candidates per mode at each Level 2 100/4939/3 100/5132/6 T/102/9571 K/102/9569
session. These can be split across the levels. Additionally, for Speaking
and Listening, there must be a minimum of four candidates at any one Note the following:
level. • Make use of the Qualification Accreditation Numbers in Column A for
candidates registering for all-mode qualifications from the outset.
• Make use of the Qualification Accreditation Numbers in Column B when
recording candidates for a single-mode, standalone Speaking and
Listening qualification.
• Refer to Learning and Skills Council guidelines for recording procedures
if it is later decided to use a pass in a single-mode Speaking and
Listening qualification to count towards an all-mode Skills for Life ESOL
qualification.
Note also that the test structures and assessment criteria of the single-
mode Speaking and Listening examinations are identical to those of the
Speaking and Listening units contained in the all-mode examinations.
10 Skills for Life | Grading and results Skills for Life | Grading and results 11
Statements of results include diagnostic feedback for test users. This feed-
Grading and results back details candidate performance in:
Marking and grading Speaking and Listening

Information on marking procedures can be found in the detailed informa- • Speak to Communicate
tion section of this document (see page 20 onwards). • Listen and Respond
• Engage in Discussion
For Reading and Writing, the number of marks across the whole mode may
vary across versions of the exams. The same is true of marks available for Reading (Entry 1, 2 and 3 only)
different assessment areas within a mode or within a task. The number of • Text focus
marks available is weighted in order to reflect the importance of a task in • Sentence focus
the daily experience of an ESOL learner. Thus, in a Writing task, for exam- • Word focus
ple, where communicative competence is considered more important than
grammatical accuracy in a particular task, more marks are available for text- Writing
level writing than for sentence-level writing. • Text focus
• Sentence focus
In Reading, a minimum performance of approximately 65–70% is required • Word focus.
to achieve a pass grade. For Writing and Speaking and Listening, examiners
mark according to criteria based on the Adult ESOL Core Curriculum, where Reading (Levels 1 and 2)
candidates need to show that they can ordinarily achieve the stated stan- Diagnostic feedback is provided to Below Pass candidates only. This feed-
dards (detailed information on these standards is presented in this back details which questions the candidate answered correctly and which
Handbook). they answered incorrectly, along with a table describing the focus of each
question in the test.
Grading the exams takes into account:
• statistics from pretesting and trialling Certification
• statistics on the candidature At each level, learners who achieve a Pass are awarded certificates at unit
• statistics on the overall candidate performance level from University of Cambridge ESOL Examinations (Cambridge ESOL).
• statistics on individual items (for Reading papers) Candidates who achieve a pass in all three modes (Reading, Writing,
• advice and recommendations of examiners Speaking/Listening) receive a Level certificate, which is issued at the low-
• comparison with statistics on exam performance on previous test est level of successful achievement across the modes. Certificates at mode/
versions. unit level are valid for three years in counting towards Level Certificates.
Results Enquiries, appeals and complaints

Candidates receive a statement of results approximately two to three weeks Centres can make enquiries about results on behalf of candidates. It should
(depending on the unit taken) after taking the exam, which indicates be noted, however, that it is extremely rare for such queries on results to
whether the candidate has achieved ‘Pass’ or ‘Below Pass’ in the given unit. lead to a change in the result, given Cambridge ESOL’s strict quality assur-
Results are issued for all units taken. ance procedures.
12 Skills for Life | Grading and results Skills for Life | Valid and fair assessment 13
After the outcome of any enquiry about results has been reported, centres
may appeal against the decision. Appeals must be made in writing and be
Valid and fair assessment
in line with Cambridge ESOL’s formal appeals procedures.
Reliability
Detailed guidelines on how to make results enquiries, appeals and com- Cambridge ESOL’s assessment systems and procedures produce accurate
plaints are available to centres via the CentreNet website or the Customer results and provide opportunities for candidates to generate evidence relevant
Support Unit. to the development of key skills. Candidates are encouraged to provide
examples of performance which are relevant, authentic, and sufficient to
Re-taking an examination determine whether they meet the required standards. In this way, test
If a candidate who has failed an examination wishes to re-take it at the scores can be considered a true reflection of underlying ability.
same level, centres should ensure that a sufficient amount of teaching is
then made available in order to give the candidate a realistic chance of success The pretesting or trialling of all examination material by Cambridge ESOL
in the re-take. The minimum period is one month. Cambridge ESOL will before it is used by candidates is a key factor in achieving the reliability of
ensure that the candidate’s performance will be re-assessed using an alter- test results over time, and in ensuring that the same level of ability is
native version of the test at the same level. demanded in each test version in order to achieve a Pass. Cambridge ESOL
offers the opportunity for colleges to be involved in the pretesting of the
examination materials. Colleges interested in pretesting should contact
SkillsForLifepretesting@ucles.org.uk
Validity
Cambridge ESOL has a strong reputation for its research and validation
work, aiming to provide rigorous quality assurance for its exams at every
stage of the assessment process. This is achieved by conducting analyses
and research projects for all the Cambridge ESOL assessment products, and
through establishing and implementing standard procedures which are
evaluated and refined in the light of theoretical, technological and business
developments.
Cambridge ESOL’s Certificates in ESOL Skills for Life, confirmed by their

accreditation by the QCA, are demonstrably based on the Adult ESOL Core
Curriculum. As such, they provide a valid assessment to complement pro-
grammes of study designed around the Curriculum.
Equal opportunities
Cambridge ESOL exams are designed to be fair to all test takers, whatever
their background or circumstances. For this reason an extensive research
14 Skills for Life | Valid and fair assessment Skills for Life | High quality administration 15
and validation programme is undertaken to ensure that the questions and

tasks used in the exams provide an accurate measure of test takers’ true
High quality administration
abilities.
Network of authorised exam centres
A key concern is that the exams differentiate on ability only and are free All Cambridge ESOL exams are taken at authorised Cambridge ESOL exam-
from any form of discrimination. Special provisions are also available for ination centres. They must meet high standards of professional integrity,
test takers who would otherwise be disadvantaged by a temporary or security and customer service, and are subject to inspection by Cambridge
permanent disability or other adverse circumstances (see below). ESOL. A full list of centres authorised to run the Certificates in ESOL Skills
for Life can be found at www.CambridgeESOL.org/SfL
Special circumstances
Special circumstances covers three main areas: special arrangements, Centres running the exams can access more detailed administrative infor-
special consideration and malpractice. mation through a secure extranet – CentreNet – and should, in particular,
consult the following publications:
Special arrangements – These are available for candidates with special • Handbook for centres
requirements. They may include extra time, separate accommodation or • Minimum Professional Requirements for interlocutors
equipment, Braille transcription, etc. Consult your local centre for more • Speaking test administration guidelines
details. • Administration instructions & regulations
• Interlocutor training pack.
Special consideration – Cambridge ESOL will give special consideration to
candidates affected by adverse circumstances immediately before or during To become an authorised centre
an examination. Special consideration can be given where an application is The Certificates in ESOL Skills for Life are designed to be manageable and
sent through the centre and is made within five working days of the exami- cost-effective for centres to operate, with the minimum disruption and
nation date. Examples of acceptable reasons for giving special consideration bureaucracy. Schools, colleges and other learning providers interested in
are in cases of illness or other unexpected events. becoming a Cambridge ESOL centre need to meet these conditions:
• minimum of 10 candidates per mode at each session. In addition, for the
Malpractice – The Malpractice Committee will consider cases where candi- Speaking and Listening test a minimum of four candidates at any one
dates are suspected of copying/colluding, or breaking the examination level
regulations in some other way. Results may be withheld because further • local teacher to act as interlocutor for the Speaking and Listening test
investigation is needed or because of infringement of regulations. Centres • CD player for use in the Speaking and Listening test.
are notified if a candidate’s results have been investigated.
Some centres may be able to act as ‘devolved’ centres for the Speaking and
Listening test.
For more information, please contact Cambridge ESOL’s Centre Registration

Unit at esolcentresupport@ucles.org.uk
16 Skills for Life | High quality administration Skills for Life | Outstanding teacher support 17
Centres are permitted to run a maximum of nine examination sessions per

year for each mode at each level. For example, Reading at Entry 1 can be
Outstanding teacher support
administered a maximum of nine times by a centre in an annual period.
On-line
Security As well as providing more detailed information for candidates, teachers
The security and integrity of examinations is taken seriously by Cambridge and centres, the Cambridge ESOL Skills for Life website
ESOL. This commitment is demonstrated by its ongoing research into new (www.CambridgeESOL.org/SfL) contains sample tasks, mark schemes and
technology and training programmes which keep Cambridge ESOL at the scripts which can all be downloaded free of charge. Exam reports and past
forefront of test construction and delivery. papers are also available. Teachers will also be able to access classroom
activities (www.CambridgeESOL.org/teach). These are designed to help
Examiners teachers prepare candidates for the exams.
Cambridge ESOL uses a network of trained and experienced examiners,
selected for their professional expertise and located throughout the UK. In print
Cambridge ESOL has engaged in discussions with major publishers on the
publication of exam practice materials and coursebooks aimed at these
certificates.
Face-to-face
Cambridge ESOL has developed a range of seminars specifically designed
to support teachers preparing candidates for the Certificates in ESOL Skills
for Life.
For more information on the support available for teachers preparing

candidates for the Certificates in ESOL Skills for Life, please visit
www.CambridgeESOL.org/SfL
18 Skills for Life | Key Skills Skills for Life | Key Skills 19
Key Skills Signposting

Key Skills ESOL ESOL Key Skill Level and Component
level mode
1 Speaking Communication C1.1

Opportunities for progression and
Improving own Learning and LP1.1, LP1.2, LP1.3
The Cambridge ESOL Level 1 and 2 Certificates in ESOL Skills for Life provide Listening
Performance
opportunities for progression to Levels 1, 2 and above of Key Skills. In order
Working with Others WO1.1, WO1.2, WO1.3
that users can see how Cambridge ESOL Skills for Life qualifications relate
to Key Skills Communication, the specification indicates the overlaps, dis-
tinctiveness and progression opportunities between ESOL qualifications 1 Reading Communication C1.2
and Key Skills Communication. Improving own Learning and LP1.1, LP1.2, LP1.3
Performance
Key Skills Signposting

Through classwork and preparation for the external tests, candidates may
develop the underpinning skills or produce evidence of Key Skills. However,
1 Writing Communication C1.3 (both documents)
the extent to which this evidence fulfils the requirements of the QCA Key
Skills Standards will be dependent on the style of teaching and learning
Performance
adopted. In some cases, the work produced may meet the evidence require-
Information and Communication ICT1.3 (text)
ments of the Key Skills Standards at a higher or lower level. Technology
At Levels 1 and 2 Cambridge ESOL offers the National Literacy Test as the 2 Speaking Communication C2.1a, C2.1b
Reading paper. These tests form the externally assessed component of the and
Listening
Communication key skills at these levels. See table opposite. Performance
Working with Others WO2.1, WO2.2, WO2.3
2 Reading Communication C2.2

Performance
2 Writing Communication C2.3 (both documents)

Performance
Information and Communication ICT2.3 (text with image)
Technology
20 Skills for Life | Reading Skills for Life | Reading 21
Format
Certificate in ESOL Skills for Life – a detailed guide
Candidates need to engage with at least three input texts and perform a
variety of task types. Tasks in the Reading mode may be linked thematically,
Reading mode
forming a scenario both familiar and relevant to the target candidature, and
giving authentic reasons for reading in each case.
Cambridge ESOL has developed QCA-accredited ESOL Skills for Life Reading
tests at Entry 1, Entry 2 and Entry 3. The Reading tests at Levels 1 and 2 are Entry 1, 2 and 3 task types
the National Adult Literacy Tests developed by the National Assessment There is no fixed format of task and item types. All tasks aim to reflect the
Agency (NAA). purpose for which a text is used in the real world. The starting point for the
design of tasks is considering how the text would be used by a ‘real’ user
All Reading tasks are designed to reflect the everyday experience of the and then, where appropriate, ensuring that tasks involve the candidates in
ESOL learner. They draw on authentic or semi-authentic texts and task the same text-processing operations.
types, and provide an opportunity for candidates to respond to language in
a similar way to that which is asked of them in the daily course of their lives. Entry 1
Candidates can use monolingual dictionaries in the Reading tests at Entry Processing operations may include (among others):
1, Entry 2 and Entry 3, but dictionary use will only actually be tested at Entry • understanding the overall message (gist) of a text
2 and Entry 3. Dictionaries cannot be used at Level 1 and Level 2. • critical response
• locating specific information in a text
Focus • factual understanding
At Entry 1, 2 and 3, the assessment will reflect the word, sentence and text • following instructions
focus of the ESOL Core Curriculum. Candidates will be required to show that • identifying the type of text involved (advertisement, article, etc.)
they can: • identifying the purpose and/or intended audience of a text
• deciding on an appropriate course of action on the basis of information
Entry 1 in a text.
• read and understand short texts with repeated language patterns on
familiar topics The candidate is expected to respond to a variety of item types, including:
• read and obtain information from common signs and symbols. • open-ended questions requiring short responses
• note-taking
Entry 2 • true/false questions
• read and understand short, straightforward texts on familiar topics • correction tasks
• read and obtain information from short documents, familiar sources and • three-option multiple-choice questions
signs and symbols. • matching
• simple alphabetical ordering.
Entry 3
• read and understand short, straightforward texts on familiar topics Entry 2 and 3
accurately and independently As at Entry 1, plus:
• read and obtain information from everyday sources. • inferential understanding
• use of a simplified monolingual dictionary.
22 Skills for Life | Reading Skills for Life | Reading 23
Entry 1, 2 and 3 text types Level 1 and 2 Reading

The texts are based on authentic or semi-authentic material, although the These tests are the National Literacy Tests developed by the National
language is graded so that it is appropriate to the level. They are designed Assessment Agency (NAA). At both levels, there are 40 four-option
to be accessible in terms of genre and topic to all adult learners at the level. multiple-choice questions based on a variety of texts replicating real world
reading skills. There are 40 marks available and all questions must be
Entry 1 and 2 answered within one hour. Dictionaries cannot be used. The candidate
Candidates may be asked to engage with a range of text types, for example: answers directly on to an Optical Mark Reader (OMR) sheet which is then
• advertisements machine-read.
• public signs and notices
• lists Failing candidates receive diagnostic feedback.
• timetables
• forms The texts in the National Literacy Tests are mostly of a functional, informa-
• records tional nature and include advertisements, personal letters, workplace
• diagrams memos, product information, tourist information, etc. Most of the texts are
• letters/e-mails based around aspects of daily life.
• notes
• leaflets Practice versions of the National Literacy Test can be found at
• sets of instructions www.dfes.gov.uk/readwriteplus/learning
• simple narratives
• simplified newspaper or magazine articles. The National Test Toolkit also provides a valuable resource, and is
obtained from:
Entry 3
As at Entry 1 and 2, plus: DfES Publications, P O Box 5050, Sherwood Park, Annesley,
• newspaper or magazine articles Nottingham NG15 0DJ
• short reports. Tel: 0845 60 222 60
Fax: 0845 60 333 60
Entry 1, 2 and 3 marking e-mail: dfes@prolog.uk.com
No input is required from teachers/colleges. Reading papers are marked by Quote reference – SFL NTT
a combination of clerical marking and Optical Mark Reader, under the
supervision of a team of trained, professional examiners.
Reliability is ensured through extensive trialling and pretesting of

tasks, leading to detailed calibration of items, and by standardisation and
co-ordination of clerical markers and examiners.
24 Skills for Life | Writing Skills for Life | Writing 25
awareness of the intended audience in documents such as forms, lists,

Writing mode messages, notes, records, e-mails and simple narratives.
All Writing tasks are designed to reflect the everyday experience of the ESOL This is achieved through assessment of all Basic Skills Standards descrip-
learner. The Writing paper draws on authentic or semi-authentic texts and tors, and by sampling a range of component skills, knowledge and under-
task types, and provides an opportunity for candidates to use and respond standing. At Entry 2, the Basic Skills Standards are:
to language in a similar way to that which is asked of them in daily life. Wt/E2.1 use written words or phrases to record or present information
Ws/E2.1 construct simple and compound sentences with common
Focus conjunctions
At each level, the Writing mode aims to gather evidence that the candidate Ws/E2.2 use adjectives
can write in different forms and communicate with different intended Ws/E2.3 use punctuation correctly (e.g. capitals, full stops, question
audiences. This involves awareness of different levels of formality, and an marks)
ability to use a range of lexical and grammatical features appropriate to the Ws/E2.4 use a capital for proper nouns
task. There are three tasks, including at least two different task types, in Ww/E2.1 correctly spell the majority of personal details and familiar
Writing papers at each level. common words
Ww/E2.2 produce legible text
Entry 1
The principal assessment focus of the Writing mode at Entry 1 is to gather Entry 3
evidence that candidates can write to communicate information to an The principal assessment focus of the Writing mode at Entry 3 is to gather
intended audience in documents such as forms, lists, messages, notes and evidence that candidates can write to communicate information and opin-
records. ions with some adaptation to the intended audience in documents such as
forms, notes, records, e-mails, letters, narratives, simple instructions and
This is achieved through assessment of all Basic Skills Standards short reports.
descriptors, and by sampling a range of component skills, knowledge and
understanding. At Entry 1, the Basic Skills Standards are: This is achieved through assessment of all Basic Skills Standards descrip-
Wt/E1.1 use written words or phrases to record or present information tors, and by sampling a range of component skills, knowledge and under-
Ws/E1.1 construct a simple sentence standing. At Entry 3, the Basic Skills Standards are:
Ws/E1.2 punctuate a simple sentence with a capital letter and a full Wt/E3.1 plan and draft writing*
stop Wt/E3.2 organise writing in short paragraphs
Ws/E1.3 use a capital for the personal pronoun ‘I’ Wt/E3.3 sequence chronological writing
Ww/E1.1 spell correctly some personal key words and familiar words Wt/E3.4 proof-read and correct writing for grammar and spelling*
Ww/E1.2 write the letters of the alphabet using upper and lower case Ws/E3.1 write in complete sentences
Ws/E3.2 use correct basic grammar
Entry 2 Ws/E3.3 use punctuation correctly
The principal assessment focus of the Writing mode at Entry 2 is to gather Ww/E3.1 correctly spell common words and relevant key words for work
evidence that candidates can write to communicate information with some and special interest
Ww/E3.2 produce legible text
Level 1 Wt/L2.3 present information and ideas in a logical or persuasive

The principal assessment focus of the Writing mode at Level 1 is to gather sequence, using paragraphs where appropriate
evidence that candidates can write to communicate information, ideas and Wt/L2.4 use formal and informal language appropriate to purpose and
opinions clearly using length, format and style appropriate to purpose and audience
audience in documents such as forms, records, e-mails, letters, narratives, Wt/L2.5 use format and structure to organise writing for different pur-
instructions, reports and explanations. poses
Wt/L2.6 use different styles of writing for different purposes
This is achieved through assessment of all Basic Skills Standards descrip- Wt/L2.8 proof-read and correct writing for accuracy and meaning*
tors, and by sampling a range of component skills, knowledge and under- Ws/L2.1 construct complex sentences
standing. At Level 1, the Basic Skills Standards are: Ws/L2.2 use correct grammar
Wt/L1.1 plan and draft writing* Ws/L2.3 use pronouns so that their meaning is clear
Wt/L1.2 judge how much to write and the level of detail to include Ws/L2.4 punctuate sentences correctly and use punctuation accurately
Wt/L1.3 present information in a logical sequence using paragraphs Ww/L2.1 spell correctly words used most often in work, studies and
where appropriate daily life, including familiar technical words
Wt/L1.4 use language suitable for purpose and audience Ww/L2.2 produce legible text
Wt/L1.5 use format and structure for different purposes
Wt/L1.7 proof-read and correct writing for accuracy and meaning* *At Entry 3, Level 1 and Level 2, the Basic Skill Standards dealing with plan-
Ws/L1.1 write in complete sentences ning and drafting of writing (Wt/E3.1, Wt/L1.1 and Wt/L2.1) are tested,
Ws/L1.2 use correct grammar though not explicitly. A candidate is considered to have planned and draft-
Ws/L1.3 punctuate sentences correctly and use punctuation so ed writing output effectively if the finished product is well organised.
meaning is clear Candidates are not required to submit explicit evidence of this planning
Ww/L1.1 spell correctly words used most often in work, studies and stage in order to meet the Standard. Similarly, where no proof-reading task
daily life is included in the paper, the Basic Skill Standards Wt/E3.4, Wt/L1.7 and
Ww/L1.2 produce legible text Wt/L2.8 are not explicitly included in the assessment, but covered in the
assessment of accuracy of spelling and grammar in one or more of the out-
Level 2 put tasks.
The principal assessment focus of the Writing mode at Level 2 is to gather
evidence that candidates can write to communicate information, ideas and In order to assess the Basic Skills Standards for each level, examiners
opinions clearly and effectively using length, format and style appropriate use a task-specific mark scheme which focuses on the following assess-
to purpose, context and audience in a wide range of documents. ment criteria:
This is achieved through assessment of all Basic Skills Standards descrip- Text
tors, and by sampling a range of component skills, knowledge and under- • Content and task realisation
standing. At Level 2, the Basic Skills Standards are: • Audience awareness and impact on reader
Wt/L2.1 plan and draft writing* • Organisation
Wt/L2.2 judge how much to write and the level of detail to include • Coherence and cohesion
• Awareness of generic features of text In some cases, candidates will be asked to produce a text where certain fea-
• Awareness of register tures of Writing cannot be fairly assessed. For example, in the Entry 2
Sample Paper the candidates are asked to produce an informal e-mail to a
Sentence friend. As handwriting skills are not relevant to an e-mail and native speak-
• Construction of simple and compound sentences er usage is flexible in regard to spelling in a scenario like this, Word features
• Use of linking devices are not assessed in this case.
• Control of sentence grammar
• Accuracy and range of verb tenses All Cambridge ESOL Certificate in ESOL Skills for Life (Writing) mark
• Control of word order schemes are task-specific, and contain numerous examples of the kind of
• Use of punctuation and capitalisation language that candidates might be expected to produce at each of the
bands of achievement. In addition, one element of the mark schemes con-
Word sists of fixed general descriptors derived from the Adult ESOL Core
• Spelling of personal, familiar, lower frequency and technical words Curriculum.
• Vocabulary choice
• Letter formation and handwriting Different marks totals are available for different tasks. This depends on a
variety of factors including complexity of input, length of required output
Candidate performance in each task is assessed according to up to three and the real-world significance of the task (e.g. a police report might be
assessment foci (Text-, Sentence- and Word-level achievement). Each of worth more marks than a note to a friend).
the three assessment foci has its own mark scheme describing four bands
of achievement: Further information on Cambridge ESOL Certificates in ESOL Skills for Life
(Writing), including sample papers, sample scripts and commentaries and
Band 3 describes achievement which has elements of skills at the general mark scheme descriptors, is available on the Cambridge ESOL web-
NQF level above that being assessed. site at www.CambridgeESOL.org
Band 2 describes the standard for the particular level.
Band 1 describes below pass-level achievement. Format
Band 0 is applied where there is insufficient evidence of achievement At Entry 1, 2 and 3, question papers in the Writing mode may be linked the-
at the level. matically, forming a scenario both familiar and relevant to the target candida-
ture, and giving authentic reasons for writing in each case. Candidates need
Though Cambridge ESOL Certificate in ESOL Skills for Life tests are graded to produce at least two of the types of output texts required at the level.
at Pass and Below Pass, this approach allows examiners to reward above-
level achievement. Thus, for example, the overall writing skills of candi- The following table gives an indication of the types of documents candi-
dates with poor spelling and handwriting (Word), but good or very good dates may be expected to produce in the Writing mode.
control over grammar and punctuation (Sentence) and a sound under-
standing of adapting text for a specific audience (Text) can be accurately In Task 3 at Levels 1 and 2, the candidate is asked to answer either a
reflected. question on a general topic, or a question which is designed for those
candidates following a Skills for Life course in order to pursue an interest in
work, information technology or academic study.
expected to produce in the Writing mode
The types of documents candidates may be
Entry 1 Entry 2 Entry 3 Level 1 Level 2* features. The primary purpose of any text not included in the list above, is
as a vehicle for collecting evidence of candidates’ skills in producing con-
forms forms forms forms forms tinuous prose. In such cases, an indication is made to candidates in the
questionnaires questionnaires questionnaires questionnaires questionnaires rubric that generic text features are not required.
lists lists Part of the assessment of the Text-focus mark schemes is on the generic
messages messages messages features of output texts. Candidates can be credited for showing an under-
standing of conventions of layout (e.g. clear paragraphing and/or use of
notes notes notes headed sections in report-writing). However, because of increasing flexibil-
descriptions descriptions descriptions descriptions descriptions
ity within these issues in real-world situations, candidates are given con-
siderable leeway both in reaching decisions about appropriate generic fea-
accounts accounts accounts accounts accounts tures for their output and in defining the nature of their relationship with
emails emails emails emails
the intended audience. For example, though in most cases a letter to the
director of a college is likely to be formal to unmarked in register, candi-
letters letters letters dates would not be penalised for simulating a more informal relationship
simple narratives narratives narratives
with this target reader. Similarly, the mark scheme does not penalise a can-
narratives didate who chooses to embed an article or report in a letter format.
simple instructions instructions
instructions Marking
No input is required from teachers/colleges. Scripts are returned to
short reports reports reports
Cambridge ESOL and marked by teams of trained examiners.
explanations explanations
Examiners are recruited from ESOL practitioners meeting appropriate pro-
proposals proposals
fessional minimum standards. An induction process takes place where
articles articles examiners are familiarised both with Cambridge ESOL standard procedures
and with paper-specific issues.
leaflets leaflets
information information Training and co-ordination takes place through extensive engagement with,
sheets sheets and discussion on, a large number of sample scripts showing a range of
achievement across band levels. Throughout the marking process extensive
monitoring of examiner performance is followed up by both qualitative and
*At Level 2, where the National Standard stipulates ‘a range of documents’, quantitative evaluation and feedback.
this list is not to be regarded as exhaustive.
A Principal Examiner is responsible, along with a Cambridge ESOL Subject
Where output tasks not listed above are required at a particular level, Officer, for ensuring that marks awarded are fair, consistent and reliable.
assessment is not made of the candidate’s ability to produce generic text The Principal Examiner selects a number of scripts for co-ordination
32 Skills for Life | Writing Skills for Life | Speaking and Listening 33
purposes. These scripts are marked and commentaries on candidate per-

Speaking and Listening mode
formance written at a meeting held prior to live marking, consisting of
Principal Examiner, Subject Officer and Team Leaders. Assistant examiners
then undergo a standardisation process using co-ordination scripts. All Speaking and Listening tasks are designed to reflect the everyday
Assessment rationale is discussed and standardisation of assessment experience of the ESOL learner, and involve the candidates in familiar formal
ensured. A sample of assistant examiners’ work is checked by Team exchanges connected with education, training, work and social roles.
Leaders, who monitor performance and provide feedback as appropriate.
Focus
At each level, the assessment focuses on gathering evidence that the
candidate can listen and respond, speak to communicate and engage in
discussion.
Entry 1
Assessment focus:
• listen and respond to spoken language, including simple narratives,
statements, questions and single-step instructions
• speak to communicate basic information, feelings and opinions on familiar
topics
• engage in discussion with another person in a familiar situation about
familiar topics.
Functions may include (among others):

• describing
• giving opinions
• giving personal information
• stating (dis)likes and preferences
• commenting
• asking for information or descriptions
• (dis)agreeing
• explaining/giving reasons/justifying
• exchanging opinions
• deciding
• suggesting
• selecting.
34 Skills for Life | Speaking and Listening Skills for Life | Speaking and Listening 35
Entry 2 Level 1
Assessment focus: Assessment focus:
• listen and respond to spoken language, including straightforward At Level 1, candidates can (in formal exchanges connected with education,
information, short narratives, explanations and instructions training, work and social roles):
• speak to communicate information, feelings and opinions on familiar • listen and respond to spoken language, including information and nar-
topics ratives, and follow explanations and instructions of varying length,
• engage in discussion with one or more people in a familiar situation, to adapting response to speaker, medium and context
establish shared understanding about familiar topics. • speak to communicate information, ideas and opinions, adapting
speech and content to take account of the listener(s) and medium
In addition to those at Entry 1, functions may include (among others): • engage in discussion with one or more people in familiar and unfamiliar
• comparing situations, making clear and relevant contributions that respond to what
• prioritising others say and produce a shared understanding about different topics.
• planning
• persuading. In addition to those at Entry 1, 2 and 3, functions may include (among oth-
ers):
Entry 3 • describing processes
Assessment focus: • asking for definitions
• listen and respond to spoken language, including straightforward • warning
information and narratives, and follow straightforward explanations and • expressing future probability
instructions, both face-to-face and on the telephone • interrupting politely
• speak to communicate information, feelings and opinions on familiar • asking for/giving confirmation, clarification and repetition
topics, using appropriate formality, both face-to-face and on the • asking for/giving advice.
telephone
• engage in discussion with one or more people in a familiar situation, Level 2
making relevant points and responding to what others say to reach a Assessment focus:
shared understanding about familiar topics. At Level 2, candidates can (in a wide range of formal and social exchanges):
• listen and respond to spoken language, including extended information
In addition to those at Entry 1, functions may include (among others): and narratives, and follow detailed explanations and multi-step instruc-
• comparing/making comparative questions tions of varying length, adapting response to speaker, medium and con-
• showing contrast/cause/reason/purpose text
• prioritising • speak to communicate information (straightforward and detailed infor-
• planning mation), ideas and opinions clearly, adapting speech and content to
• persuading take account of the listener(s), medium, purpose and situation
• narrating • engage in discussion with one or more people in a variety of different sit-
• asking about past or future events uations, making clear and effective contributions that produce outcomes
• expressing future certainty/possibility. appropriate to purpose and topic.
Speaking and Listening mode format for Entry 1, 2 and 3

In addition to those at Level 1, functions may include (among others): Entry 1 Entry 2 Entry 3
• expressing tentative agreement/disagreement
• speculating and deducing hypothetical meaning 1a The interlocutor asks each The interlocutor asks each The interlocutor asks each
candidate in turn simple candidate in turn candidate introductory
• criticising.
personal questions designed straightforward personal questions. Candidates are
to elicit factual information. questions designed to elicit then given a task in which
Format – Entry 1, 2 and 3 factual information, personal they ask each other questions
experience, wishes and on a given familiar topic,
There are two main phases in the Speaking and Listening mode at Entry 1,
opinions. prompted where necessary to
2 and 3. In the first phase, candidates are expected to ask and answer elicit factual information,
questions on familiar topics. This gives an opportunity for assessment in personal experience, wishes
and opinions.
the Speak to Communicate and Listen and Respond strands (and Engage in
Discussion at Entry 3). 1b The candidates ask each other Candidates talk in turn for one Candidates talk in turn for one
simple questions on a familiar minute on a personal topic, and a half minutes on a
topic. Only the questions are designed to elicit factual familiar topic, designed to
The second phase consists of an integrated listening and speaking event. A assessed. information and personal elicit factual information,
listening text delivered on CD allows assessment of the candidate’s ability experience, before answering personal experience, wishes
two questions prepared by and opinions, in a more
to listen for both gist and detail, with evidence of achievement gathered their partner. The long-turn, demanding and less familiar
through spoken answers (though the candidate can note responses on questions and responses are context than in Entry 2. Each
paper). A thematically related role-play and/or discussion follows, allowing all assessed. candidate will then answer
three questions prepared by
further assessment of skills in the Speak to Communicate and Engage in their partner. The long-turn,
Discussion strands. questions and responses are
all assessed.
The format of the Speaking and Listening mode for Entry 1, 2 and 3 is 2a Candidates listen to one or Candidates listen to one or Candidates listen to one or
two short recordings and two longer recordings with two longer recordings with
shown in the table opposite. This shows the progression across the levels answer questions designed to more information to process more complex information to
and the increasing demands the candidate needs to meet. test gist and detailed than at Entry 1, and answer process than at Entry 2, and
understanding of simple questions. These are designed answer questions. These are
factual information. The to test gist, main points and designed to test gist, main
Format – Levels 1 and 2 questions may be presented detailed understanding of points and detailed
There are also two main phases in the Speaking and Listening mode at orally, or with a series of straightforward information. understanding of information,
Levels 1 and 2. In the first phase, candidates are asked for their name (for picture prompts. The questions may be tone of speaker, intention, etc.
presented orally, or with a The questions are presented
identification purposes only) and then given a short, informal, lead-in dis- series of picture prompts. orally.
cussion task to prepare them to give a formal presentation. This presenta- 2b Candidates speak together on Candidates speak together on Candidates speak together on
tion lasts 2 minutes, and is in response to a written statement. Candidates a simple topic thematically a straightforward topic a topic thematically linked
have one minute to prepare and are encouraged to make notes. After each linked with the previous task thematically linked with the with the previous task. The
and designed to elicit factual previous task and designed to context is more demanding
candidate’s presentation, the other candidate and the assessor are each information, personal elicit factual information, than at Entry 2. The task is
given an opportunity to comment or ask questions. experience and (dis)likes. It is personal experience, opinion designed to elicit factual
expected that prompting will and justification. It is likely information, personal
be required from the that some prompting will be experience, opinion,
The second phase consists of an integrated listening and speaking event.
interlocutor. required from the justification and speculation.
Two parallel texts, or two extracts of a single text, are delivered on CD, and interlocutor. Little prompting should be
required from the interlocutor.
Speaking and Listening mode format for Level 1 and 2

each candidate answers two questions after each text. These questions are Level 1 Level 2
presented orally, and candidates are encouraged to make notes. This is fol-
lowed by a two-part thematically-related discussion. In the first part, the 1a After identifying each candidate, the After identifying each candidate, the
interlocutor then gives candidates a short, interlocutor then gives candidates an
interlocutor may take part, but only if necessary in order to prompt candi-
informal, lead-in discussion task to prepare informal, lead-in discussion task to prepare
dates to complete the task. In the second part, the topic is extended, with them for their formal presentation. The them for their formal presentation. The
the interlocutor (and the assessor at Level 2) asking extension questions to interlocutor only asks prompt questions interlocutor only asks prompt questions
where necessary to elicit and encourage where necessary to elicit and encourage
lead the discussion into other areas and contexts.
elaboration of opinions, feelings, wishes and elaboration of opinions, justifications,
suggestions. feelings, wishes and suggestions.
The format of the Speaking and Listening mode for Levels 1 and 2 is shown
1b Each candidate gives a formal presentation, Each candidate gives a formal presentation,
in the table opposite. thematically linked with phase 1a, respond- thematically linked with phase 1a, on a more
ing to a written statement, for two minutes, complex issue than at Level 1, responding to
expressing, elaborating on and sequencing a written statement, for two minutes,
All Levels logically facts, opinions, attitudes, feelings expressing, elaborating on and sequencing
and emotions. Each candidate will then logically facts, opinions, justifications,
Delivery respond to the comments and questions of attitudes, feelings and emotions. Each
their partner and the assessor. candidate will then respond to the comments
The test is carried out in a paired format, with two candidates, an inter- and questions of their partner and the
locutor and an assessor. A teacher from the college acts as the interlocutor assessor.
and manages the interaction, using a pack of material with several different 2a Candidates listen to two recordings and Candidates listen to two recordings and
test versions to choose from. The external assessor is provided by answer questions testing identification or answer questions testing identification or
inference of a selection of the following: inference of a selection of the following:
Cambridge ESOL. The assessor does not take an active part in the interac-
genre, context, speakers and/or relationship, genre, context, speakers and/or relationship,
tion at Entry 1–3, but does take part in phase 1b at Level 1, as well as in gist, topic, purpose of discussion, key words gist, topic, purpose of discussion, key words
phases 1b and 2b at Level 2. and phrases, main ideas, facts, opinions, and phrases, main and secondary ideas,
reasons, attitudes and feelings. The facts, opinions, reasons, justifications,
questions are presented orally, and attitudes and feelings. The questions are
The provision of the interlocutor by the college ensures, as far as possible, candidates are able to make notes if they presented orally, and candidates are able to
that the test is conducted by someone who understands the experience, wish to. make notes if they wish to.
background and learning context of the individual candidates. Interlocutors 2b Candidates engage in a discussion – Candidates engage in a discussion –
need to meet Minimum Professional Requirements (MPRs) stipulated by thematically linked with phase 2a – designed thematically linked with phase 2a – designed
to elicit, and encourage elaboration of, to elicit, and encourage elaboration of,
Cambridge ESOL. The induction and training of interlocutors is achieved via
factual information, personal experience, factual information, personal experience,
a distance-training pack. opinions, wishes, feelings, suggestions, opinions, wishes, feelings, attitudes,
justification and speculation. Candidates will suggestions, justification and speculation.
Where there is an odd number of candidates to be assessed in Speaking be expected to express degrees of agreement Candidates will be expected to express
or uncertainty, and to sympathise, reassure, degrees of agreement or uncertainty, and to
and Listening at a centre, the final test will still use a paired format, but an persuade and give advice where appropriate. sympathise, reassure, persuade, compromise
extra student will need to be provided by the college to take the test with In the first part of this phase, the interlocutor and give advice where appropriate.
the final candidate. This extra student is not assessed, but must be at the will only ask prompt questions where In the first part of this phase, the
necessary to ensure satisfactory completion interlocutor should not need to ask prompt
appropriate level for the test. of the task. questions to ensure satisfactory completion
In the second part, the interlocutor will ask of the task.
extension questions to lead the discussion In the second part, both the interlocutor
into other areas and contexts. and the assessor will ask extension
questions to lead the discussion into other
areas and contexts.
40 Skills for Life | Speaking and Listening 41
Candidate
Centre Number Number
Marking Candidate Name
The Speaking and Listening mode is marked by the assessor during the
test. The assessor marks according to a standardised mark scheme, and
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
at the end of the test completes each candidate’s personalised mark
English for Speakers of Other Languages
sheet. These are then returned to Cambridge ESOL for computer scanning.
Cambridge ESOL Entry 1 Certificate in ESOL Skills for Life
Throughout the test, the candidates are assessed not in relation to each
other but according to the criteria in the mark scheme. [Reading] 0781
SAMPLE PAPER
The standardisation of the Speaking and Listening test conduct and assess- Candidates answer on the question paper.
ment is achieved through: No additional materials are required.
• a network of professionals in a hierarchical structure called the Team

Leader system (Team Leaders in the UK are appointed by Cambridge
ESOL to manage the professional aspects of the operation.)
• a set of quality assurance procedures called Recruitment, Induction, TIME 50 minutes
Training, Co-ordination, Monitoring and Evaluation (RITCME). These are

implemented for all examiners appointed by Cambridge ESOL. Do not open this paper until your teacher tells you to.
Interlocutor training is achieved via self-access materials provided by Write your name, Centre number and candidate number at the top of this page.
Cambridge ESOL, which includes a training video. Cambridge ESOL also You have 50 minutes to answer these questions.
runs central interlocutor training sessions for exam centre representatives
Write clearly in pen, not pencil.
who can then go back to their college to cascade training to all interlocutors
at the college. Write your answers on the question paper.
You can use an English-English dictionary.
Each task tells you:
N how much to write

N how much time to spend
N how many marks you can get.
_________________________________________________________________________________
100/3942/9 M/102/4823
© UCLES 2005 Cambridge ESOL Entry Level Certificate in ESOL Skills for Life (Entry 1) Unit 02 Reading [Turn over
42 43
PART 1 (About 15 minutes)

Question 1 1 mark
Look at this message from your friend Anna.
9
Where could you see texts B and C? Tick one box ([_]).
TEXT A
in a local newspaper [_]
in a telephone directory [_]
in a dictionary [_]
Hello
Question 2 2 marks
Can you help me? I need to find a
Write down the address of each flat.
new flat. I want a flat with three
rooms: a bedroom, a living room and Text B: ____________________________________________
a kitchen. I can pay £50 a week. I
want a warm flat! Text C: ____________________________________________
Let me know.
Question 3 2 marks
Anna How much is the rent for each flat?
Text B: ____________________________________________
Text C: ____________________________________________
Look at Texts B and C.

Question 4 5 marks
TEXT B TEXT C
9 ).
Which flat is good for Anna? Tick one box ([_]
TO LET Text B [_]

FLAT TO LET
Furnished flat. 3 Victoria Gardens Text C [_]
43 Norman Road Furnished bedsit.

Why? Give two reasons.
One bedroom flat with living One large room with bed, desk and TV.
room, kitchen and bathroom. Shared bathroom. Microwave oven, but 1. _________________________________________________________
no kitchen.
£42.00 per week. 2. _________________________________________________________
£45 per week
Central heating included in Heating extra (£10 a week in winter)
the rent. Question 5 2 marks
Telephone: 01279 448820
phone: 01279 864432 Anna wants one of the flats. What must she do now?
__________________________________________________________________
44 45

C No smoking here [_]
Question 6 5 marks Smoking area [_]
Cigarettes on sale [_]
9
Where can you see these notices? Tick one box for each ([_]).
A in a newspaper [_] Question 8 2 marks

Today’s on a shop door [_]
television on p.5 on a TV programme [_] What is this? Tick one box for each ([_]).
9
inside
B 4th Floor in a book [_] A www.vjv.co.uk a postcode [_]
in a big shop [_] an email address [_]
Toys & Games
in a sportscentre [_] a website [_]
C on a magazine [_] B 29/10/68 a date of birth [_]

Use by Aug 05 on a tin of food [_] a price [_]
on a mobile phone [_] a telephone number [_]
D in a shop selling chairs [_] Question 9 3 marks

Waiting Room on a bus [_]
Please take a seat. at the doctor’s [_] Look at this train ticket and answer the questions.
E No eating or drinking in in a sandwich shop [_]

the classroom in a college [_] Class Ticket Adult Child
in a hospital [_] type
ONE NIL
Travel Rail DAY
STD
Inc. RETURN Price £13.90
Question 7 3 marks
Number Date of Travel:
TR From PRESTON 30382 12 FBR 04
9 ).
Look at these signs and symbols. Tick one box for each ([_]
A To MANCHESTER Route OUT

This is the way out. [_]
EXIT
The toilet is this way. [_]
You cannot go this way. [_]
How much does the ticket cost?
B You cannot use a bicycle here. [_] Where does the train go?
Only bicycles may go here. [_]
You can buy bicycles here. [_]
Where does the train leave from?
46 47
Some students in your college want to practise English with other students. They
write about their lives. Tick one box for each question ([_]).
9
Read the texts and answer the questions. Question 10 1 mark
Who doesn’t have a paid job? Lin Xu [_]

TEXT D
Nishma [_]
Anton [_]
COLLEGE NOTICEBOARD
Question 11 1 mark
Lin Xu
Who likes playing sports? Lin Xu [_]
Nishma [_]
My name is Lin Xu. I am 24 years old. I come from Taiwan. Anton [_]
My mother and father work in a shoe shop. I sometimes
work there too. I like watching football matches in my free
time, but I don’t play football. I can play the piano, but I
Question 12 1 mark
don’t like pop music very much. I would like to practise
English with people who like football and tennis. Who enjoys listening to music? Lin Xu [_]
Nishma [_]
Anton [_]
Anton
Nishma Question 13 1 mark
I’m Anton and I’m 20. I study
Hi. I’m Nishma and I come from English at the college. I come from Who works with food? Lin Xu [_]
India. I am 32 and my husband is a Poland. I worked in a garage in Nishma [_]
doctor. I have one son who is five. He Poland, but in England I have a Anton [_]
goes to primary school. I am a full-
weekend job in a café. I like
time student, so I don’t have a part-
time job. In my free time, I enjoy listening to CDs and I have lots of
watching Indian films. I want to speak them. I enjoy playing tennis and Question 14 1 mark
with other mothers who are studying. badminton. I also like fast cars. I
would like to practise with Who works in a shop? Lin Xu [_]
someone the same age as me. Nishma [_]
Anton [_]
Question 15 1 mark
Who has a child? Lin Xu [_]

Nishma [_]
Anton [_]
48
Question 16
Why? Give two reasons.

Name:
Which person would you like to practise English with – Lin Xu, Nishma or Anton?
5 marks
2. _________________________________________________________
1. _________________________________________________________
Reading markscheme: Entry 1 Sample papers
Assessment focus Key Marks
1 Identify the source of information where flat 9 in a local newspaper 1

advertisements can be found.
2 Read and recognise the format of addresses within 9 43 Norman Road 1+1
longer texts. 9 3 Victoria Gardens
3 Read and recognise the symbol £ to identify the rental 9 (£)42(.00) (per/a week) 1+1
price. 9 (£)45(.00) (per/a week)
4 Read and understand the main points and detail in the 9 Text B 1
note and flat advertisements, in order to work out that the
any two plausible reasons, such as: 2+2
flat in text B is more suitable for Anna, and to give two
9 The flat in text B has a living room and kitchen.
reasons why.
9 The heat is free / heating is included in the rent.
9 The flat in text B is cheap.
5 Read and recognise that the combination of numbers in 9 (tele)phone (01279 864432/448820) 2
advertisements represents a telephone number.
6 Read and understand the gist of the five notices to draw A 9 in a newspaper 1
conclusions about the provenance of each text.
B 9 in a big shop 1
C 9 on a tin of food 1
D 9 at the doctor’s 1
E 9 in a college 1
49
50
7 Recognise and understand the three common signs and symbols in A 9 This is the way out. 1
order to decode meaning.
B 9 You cannot use a bicycle here. 1
C 9 No smoking here. 1
8 Recognise that the combination of letters and digits correspond to a 9 a website 1+1
website and a date. 9 a date of birth
9 Read and obtain information from longer text using a combination of 9 (£)13.90 1
words and symbols, to identify the cost of the ticket, and the
destination and origin of the train. 9 Manchester 1
9 Preston 1
10 Read and understand the main points of the whole text and specific 9 Nishma 1
sections in order to identify that Nishma does not have a paid job.
11 Read and understand the main points of the whole text and specific 9 Anton 1
sections in order to identify that Anton likes playing sports.
sections in order to identify that Anton enjoys listening to music.
sections in order to identify that Anton works with food.
14 Read and understand the main points of the whole text and specific 9 Lin Xu 1
sections in order to identify that Lin Xu works in a shop.
15 Read and understand the main points of the whole text and specific 9 Nishma 1
sections in order to identify that Nishma has a child.
16 Read and understand the main points of the whole text in order to 9 Lin Xu / Anton / Nishma 1
draw conclusions about which person they would like to practise any two plausible reasons, such as: 2+2
English with, and why. 9 Lin Xu: I like football/tennis.
9 Anton: I am 20.
Total marks available: 36
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Life [Writing]
Write on the question paper.

SAMPLE PAPER
innE
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Write clearly in pen, not pencil.
how much time to spend
SOO
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how many marks you can get.
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Candidate Name _______________________________
Do not open this paper until your teacher tells you to.
English for Speakers of Other Languages
This question paper consists of 4 printed pages.

Centre Number
UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS
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52 53
Task 1 (About 15 minutes) Task 2 (About 15 minutes)

You live in a hostel, but you want to move to a flat. A housing association can help You moved to a new flat last week. You decide to send an e-mail to your friend
you to do this. Ozgür.
At the office of the East Lancs Housing Association, you have to fill in this form: Write an e-mail to Ozgür. Describe your new flat and invite him to visit you.
Write 30-50 words.

East Lancs Housing Association
Please write clearly
Personal Details
Current address:
Title: Mr/Ms/Mrs/Miss/Other
First name(s):
Family name:
Date of birth: Post code:
Date of arrival in UK: Telephone number:
Nationality:
Please say why you need new accommodation (Write about 20 words. Use
sentences.):
(Total: 9 marks)
(Total: 9 marks)
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54 55
Cambridge ESOL Certificates in Skills for Life
Task 3 (About 20 minutes) Speaking and Listening Mode
Entry 3 Sample Tasks
Speaking and Listening mode – Entry 3 Sample Tasks

After you move into your new flat, you find there is a broken window in the flat.
Please note: This sample test frame will be used only by the interlocutor. It will not be shown
Write a letter to Mr Jackson, the director of the housing association.
to the candidates.
Tell him what the problem is and what you would like the housing association to do.
Write 60-90 words. You do not need to write the address or the date.
4 – 5 minutes Phase 1a
[The interlocutor will first select questions from those provided in the test pack, in areas such as name,
nationality and residence.]
Now you are going to ask each other some questions. I want you to find out from each other
about your previous studies or learning. This can be learning in school or college, or by
yourself. You have three minutes to talk to each other.
[Withdraw eye contact to signal that candidates should start. Allow 3 minutes. Prompt candidates with
questions from the box below, or others suitable for the level, if necessary (e.g. if interaction breaks
down or if language remains below E3 level).]
Prompt questions:
When did you start learning/studying x ?
What was your favourite subject when you were 10/15/at school/etc?
Why did you decide to study x ?
What do you think is the best age to start learning x ?
Thank you.
……………………………
(Total: 15 marks)
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56 57
7 minutes Phase 1b 5 minutes Phase 2a
In this part of the test, you are each going to talk for about one and a half minutes. While you In this part of the test, you are going to listen to two recordings and answer some questions.
are talking your partner will listen to you. Your partner will then ask you three questions about You can make notes [indicate paper] if you want to.
what you have said.
There are two messages on the answerphone for a friend of yours.
______________ (Candidate A), you are going to tell ______________ (Candidate B) about a What are the messages about?
famous person who you admire, and why.
Listen to the messages. [Play CD.]
______________ (Candidate B), you are going to tell ______________ (Candidate A) about your
future hopes and plans. Message 1:
Oh, hello, this is Mrs Johnson, at the hospital. We received your application for the nurse
You both have one minute to think about what you want to say. You can make notes if you want assistant job, and we’d like you to come in for an interview. Are you free on Monday
to. [Indicate paper and pencil.] If there’s anything you don’t understand, please ask me. morning? You’ll need to be here for about three hours, as one of the nurses will show you
round, then you’ll meet the manager for a 30-minute interview, and finally I’ll talk to you
about what the job actually involves. Oh – you’ll need to bring your passport with you.
[Withdraw eye contact to signal start of preparation. Allow 1 minute for preparation.] We’ve got your CV here already. Can you call me back to confirm? My number is 547233,
and I’m here today until 5.30. Thanks, bye.
______________ (Candidate A), are you ready? Please tell ________________ (Candidate B) Message 2:
about the famous person who you admire. ______________ (Candidate B), listen, and ask three
questions at the end. [Allow 1½ minutes.] Hi, it’s Kate here. I’ve seen an advert in the local paper this week for a job that you might be
interested in. There weren’t any ads on the noticeboard at work when I Iooked. Anyway, the
Thank you. ______________ (Candidate B), please ask ______________ (Candidate A) your job’s at Greenfields – that’s the hospital on North Road where I worked last year. It looks like
questions now. a good job – 36 hours a week and you get 28 days holiday a year. Give me a ring if you’re
interested! Bye.
Thank you.
(Candidate A), what is the first message about?

______________ (Candidate B), are you ready? Please tell ________________ (Candidate A)
about your future hopes and plans. ______________ (Candidate A), listen, and ask three Thank you.
questions at the end. [Allow 1½ minutes.]
Thank you. ______________ (Candidate A), please ask ______________ (Candidate B) your (Candidate B), what is the second message about?
questions now.
Thank you.
Thank you.
Now listen again, and answer these questions.
(Candidate B), in the first message, how long will the interview take, who is
the interview with, and what does your friend need to take?
(Candidate A), in the second message, where did Kate find the job advert,
which hospital is the job at, and how many hours a week is the job?
[Play CD again: script as above. At the end of the recording ask each candidate in turn their three
questions again. After each question, pause for the candidate’s response.]
Thank you.
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58 59
4 – 5 minutes Phase 2b
Now you’re going to talk together about work. There are many different types of work, like work
done for home and family, work for money, study, etc. Tell each other what work you do, or
what work you would most like to do, and why.
[Repeat if necessary. Withdraw eye contact to signal start of activity.
Select prompt questions from the list below only when interaction breaks down. Adapt if necessary.
Encourage candidate-candidate interaction by eliciting agreement or alternative opinions from
candidates by asking questions such as "What do you think?"," Tell us what you think.", "And you?"]
Work – prompt questions
How many hours do you think people should work every day? When should the
working day start and stop?
Which do you think is more important – a good salary or an interesting job?
Some people work from their own home. Do you think this is a good idea? Why (not)?
What are the differences between working in the UK and in ________ (your country)?
What voluntary work/work for your community do you do/would you like to do?
Thank you. That is the end of the test.
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60 61
In live question papers

additional space is
available for candidates’
answers. This space is not
reproduced here.
(Total: 12 marks)
62 63
(Total: 15 marks) (Total: 15 marks)

64 65
Cambridge ESOL Certificates in Skills for Life 10 mins overall Phase 1b
Speaking and Listening mode – Level 2 Sample Tasks
Speaking and Listening Mode

Level 2 Sample Tasks Now you are each going to give a formal presentation for about two minutes on the topic of
motivation and quality of life. While you are talking, we will listen to you. Your partner and the
assessor [Indicate assessor.] will then comment or ask you questions about what you have
Please note: With the exception of the task cards in Phases 1b and 2b, this sample test said.
frame will be used only by the interlocutor. It will not be shown to the candidates.
______________ (Candidate A), [Hand Candidate A a candidate booklet - open at correct page -
and point at task.] you are going to talk about how important you think motivation is in life.
3 mins overall Phase 1a
How important is motivation in life?
Hello. My name is ____________ (interlocutor), and this is my colleague _______________
(assessor). And what are your names? [Look at both candidates in turn.] What do you think?
Thank you. Could I have your mark sheets? [Collect mark sheets and hand to assessor.] Thank For example, think about:
you. - the importance of enjoying the work we do
- the need to support ourselves and our family financially
- the importance of achieving a work/life balance.
The first part of the test will be about motivation and quality of life, and you will each give a
formal presentation, but first I’d like you to talk together to share your ideas on the subject. ______________ (Candidate B), [Hand Candidate B a candidate booklet - open at correct page -
and point at task.] you are going to talk about whether you think life is much easier nowadays
Find out from each other about the things that motivate you to study or work hard, and the than it was in the past.
quality of life that you hope to have in the future. You have about two minutes to ask each
other about this, so don’t worry if I interrupt you.
“Life is much easier nowadays than it was in the past.”
[Withdraw eye contact to signal that candidates should start. If necessary, prompt candidates with
What do you think?
questions from the box below (e.g. if students are experiencing difficulty in continuing the interaction,
if they stray from the topic or if the language produced is clearly below L2 level). Adapt if necessary.
Encourage candidate-candidate interaction by eliciting agreement or alternative opinions from For example, think about:
- the role of technology in our lives
candidates by asking questions such as “What do you think?”, “Tell us what you think.”, “And you?”]
- the free time possibilities we have
- the standard of living in different parts of the world.
Motivation and quality of life - prompts
Talk about:
- whether work and study should be enjoyable in themselves 1 min

- the type of lifestyle that you’d like to have in the future (e.g. location, work)
- the things that are the most important in life You both have one minute to think about what you want to say. You can make notes if you
- how important it is to be successful in life, and how you know when you’ve achieved want to. [Indicate paper and pencil.] If there’s anything you don’t understand, please ask me.
success in life
- anyone or anything which has motivated you in the past. [Withdraw eye contact to signal start of preparation.]
Thank you.
2 mins
______________ (Candidate A), are you ready? Please tell us all [Indicate using hand gesture.]
about how important you think motivation is in life. ______________ (Candidate B), please
listen, and then comment or ask questions at the end. All right?
[Allow two minutes.]
Thank you.
66 67
5 mins overall Phase 2a
2 mins In this part of the test, you are going to listen to two recordings [Indicate CD player.] and
answer some questions. All right?
______________ (Candidate B), please comment or ask ______________ (Candidate A) any
questions that you have. You are listening to a radio programme about finding and changing jobs.
Thank you. ______________ (Assessor), do you have any comments or questions? [Wait for Listen to the first part of the programme, about finding a job, and answer these questions.
end of interaction.] You can make notes [Indicate paper.] if you want to.
Assessor: Thank you. ______________ (Candidate A), according to the presenter, how should you present
information in a CV? [Short pause] And apart from the job advert, where should you look for
[Retrieve Candidate A’s booklet.] information about the job you’re applying for?
______________ (Candidate B), according to the presenter, what two things should you not
include in your CV?
2 mins
[Pause for up to 10 seconds to allow time for notes.]
______________ (Candidate B), are you ready, or would you like to look at your notes again?
[Allow up to 15 seconds.] All right? Please tell us all [Indicate using hand gesture.] about whether Listen to the programme. [Indicate CD player and play CD.]
you think life is much easier nowadays than it was in the past. ______________ (Candidate A),
please listen, and then comment or ask questions at the end. All right?
Track 3
[Allow two minutes.]
‘When you’re applying for office jobs, you often have to send in what’s called a CV - you know, a
Thank you. sort of summary of your personal details, qualifications and work history. Basically there are two
golden rules in presenting your CV; firstly, write everything clearly, but also as concisely as
possible, because someone’s going to have to plough through hundreds of them to select the
best applicants. The other thing is you’ve got to sell yourself – so there’s no need to be modest
2 mins
or shy.
______________ (Candidate A), please comment or ask ______________ (Candidate B) any If the job advert doesn’t tell you much, go onto the company’s website, get more information,
questions that you have. then you can adapt your CV to the job you’re applying for. Don’t send a photo at this stage – you
can impress them with your appearance at the interview. When it comes to content, though,
Thank you. ______________ (Assessor), do you have any comments or questions? [Wait for concentrate on your achievements in previous jobs, in your studies, in sports or in the
end of interaction.] community – and don’t be scared to give facts and figures to back up what you say. One thing to
avoid, though, is telling lies, I mean it’s quite likely that someone’s going to check out the
Assessor: Thank you. information, and so if you spent a year being unemployed, you might as well say so, because
they’ll probably find out anyway.’
[Retrieve Candidate B’s booklet.]
______________ (Candidate A), according to the presenter, how should you present
information in a CV? [Wait for response.] And apart from the job advert, where should you look
for information about the job you’re applying for?
______________ (Candidate B), according to the presenter, what two things should you not
include in your CV?
Thank you.
Now listen to the second part of the programme, about changing jobs, and answer these
questions. Again, you can make notes [Indicate paper.] if you want to.
______________ (Candidate B), according to the presenter, how should you first tell your boss
that you want to leave your job? [Short pause] And when is not a good time to tell him or her?
______________ (Candidate A), according to the presenter, what two things should you
always include in a letter of resignation?
[Pause for up to 10 seconds to allow time for notes.]

68 69
Listen to the programme. [Indicate CD player and play CD.] 8 mins overall Phase 2b
Track 4
approx. 4 mins
‘It’s a fact of life in today’s world that people change jobs quite often, sometimes to make
progress in a career when they’ve found something better. But what’s the best way to resign? Now you’re going to talk together about job satisfaction and how we can find it. Look at
Well, first of all, it’s your immediate boss you need to tell, and this is much better done face-to- these statements [Hand out candidate booklets open at correct page.] and discuss whether you
face than in a letter or email. But don’t do it when you’re angry – if you’re leaving because you’re agree with them or not and why. [Read out statements whilst pointing at task in candidate
fed up, then OK, but there’s no point in upsetting everyone in the office by saying so. After all, booklets.]
old colleagues could be useful contacts in the future.
After this you’ll probably be asked to put your resignation in writing, so you’ll also need to think
about what to include in that letter. Again, don’t give negative feedback about the job or Task 1
colleagues – just the basic details – the name of the job you’re resigning from and the date you
intend to leave. Add more if you want, but keep it positive. You don’t have to thank your boss or “Work is an important part of life, so it’s important to enjoy what we do there.”
say how much you’ve enjoyed the job – but remember, you might need a reference when you
apply for another one in the future, so it might not be such a bad idea.’
“Work is for money, and we should use this to gain personal satisfaction in
other areas of our lives.”
______________ (Candidate B), according to the presenter, how should you first tell your boss
that you want to leave your job? [Wait for response.] And when is not a good time to tell him or
her?
You have about three minutes to talk to each other about this, so don’t worry if I interrupt
______________ (Candidate A), according to the presenter, what two things should you you.
always include in a letter of resignation?
[Withdraw eye contact to signal that candidates should start. If candidates do not start within 10
Thank you. seconds, ask: Would you like to start now?]
[If necessary, prompt candidates with questions from the box below (e.g. if students are experiencing
difficulty in continuing the interaction, if they stray from the topic or if the language produced is
clearly below L2 level). Adapt if necessary. Encourage candidate-candidate interaction by eliciting
agreement or alternative opinions from candidates by asking questions such as “What do you
think?”, “Tell us what you think.”, “And you?”]
Key to Phase 2a
Track 3: Track 4:
Job satisfaction - prompts
Candidate A: Candidate B:
Talk about:
How should you present information in a CV? How should you first tell your boss that you want to
(write everything) clearly / concisely / in a leave your job?
- why some jobs are more satisfying than others
summary *face to face
- what job satisfaction means to different people
(only one needed for correct answer)
- what people can do to make their own jobs more satisfying
- what employers can do to make people’s jobs more satisfying
Apart from the job advert, where should you look When is not a good time to tell him or her?
- how important it is to change jobs / retrain / learn new skills.
for information about the job you’re applying for? *when you are angry
(company’s) website
Candidate B: Candidate A: Thank you.

What two things should you not include in your What two things should you always include in a
CV? letter of resignation? [Retrieve candidate booklet.]
photo(graph); (telling) lies *name of your job; the date you intend to
(one mark per correct answer) leave
(one mark per correct answer)
*accept paraphrasing
70 Skills for Life | About Cambridge ESOL 71
approx. 4 mins
Now we’re all going to talk together about the role of careers guidance for young people, and
______________ (assessor) is going to join the discussion and ask some questions. All right?
About Cambridge ESOL
______________ (assessor)?
University of Cambridge ESOL Examinations (Cambridge ESOL) offers the
[Using the prompts below, and adapting where necessary to respond naturally to contributions,
engage in four-way discussion, alternating questions with the assessor.] world’s leading range of qualifications for learners of English. Its exams are
taken by around 1.5 million people in 135 countries each year. In the UK
The role of careers guidance – extension questions
alone, over 120,000 candidates take the exams at over 500 centres each
Talk about: year. Cambridge ESOL also provides an extensive range of teaching awards
- whether it is easy for young people to choose their future careers for English language teachers, including the qualifications needed to teach
- how young people can find information about the careers and training opportunities open
to them in Further, Adult and Community Education in the UK.
- how schools and parents can help young people to choose the right careers Cambridge ESOL is part of Cambridge Assessment, which is itself a depart-
- whether it is important for people to be flexible.
ment of the University of Cambridge. Cambridge Assessment comprises
[Ask further questions as necessary.]
Cambridge ESOL, along with OCR (Oxford, Cambridge and RSA
Examinations) and University of Cambridge International Examinations.
Thank you. That is the end of the test.
www.CambridgeESOL.org

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University of Cambridge ESOL Examinations

Skills for Life

Convenience Outstanding teacher support 17

Value for money

Introduction Certificates in ESOL Skills for Life – an overview

Progression Content and structure

Examination entries Accreditation numbers

Marking and grading Speaking and Listening

Results Enquiries, appeals and complaints

Cambridge ESOL’s Certificates in ESOL Skills for Life, confirmed by their

and validation programme is undertaken to ensure that the questions and

For more information, please contact Cambridge ESOL’s Centre Registration

Centres are permitted to run a maximum of nine examination sessions per

For more information on the support available for teachers preparing

Key Skills Signposting

1 Speaking Communication C1.1

Key Skills Signposting

2 Reading Communication C2.2

2 Writing Communication C2.3 (both documents)

Entry 1, 2 and 3 text types Level 1 and 2 Reading

Reliability is ensured through extensive trialling and pretesting of

awareness of the intended audience in documents such as forms, lists,

Level 1 Wt/L2.3 present information and ideas in a logical or persuasive

purposes. These scripts are marked and commentaries on candidate per-

Functions may include (among others):

Speaking and Listening mode format for Entry 1, 2 and 3

Speaking and Listening mode format for Level 1 and 2

• a network of professionals in a hierarchical structure called the Team

Training, Co-ordination, Monitoring and Evaluation (RITCME). These are

You can use an English-English dictionary.

Each task tells you:

N how much to write

PART 1 (About 15 minutes)

Anna How much is the rent for each flat?

Look at Texts B and C.

TO LET Text B [_]

43 Norman Road Furnished bedsit.

PART 2 (About 15 minutes)

A in a newspaper [_] Question 8 2 marks

C on a magazine [_] B 29/10/68 a date of birth [_]

D in a shop selling chairs [_] Question 9 3 marks

E No eating or drinking in in a sandwich shop [_]

A To MANCHESTER Route OUT

How much does the ticket cost?

Read the texts and answer the questions. Question 10 1 mark

Who doesn’t have a paid job? Lin Xu [_]

Who has a child? Lin Xu [_]

Why? Give two reasons.

Reading markscheme: Entry 1 Sample papers

Assessment focus Key Marks

1 Identify the source of information where flat 9 in a local newspaper 1

Total marks available: 36

Write on the question paper.

how much time to spend

This question paper consists of 4 printed pages.

UNIVERSITY OF CAMBRIDGE ESOL EXAMINATIONS

Task 1 (About 15 minutes) Task 2 (About 15 minutes)

Write 30-50 words.

Date of birth: Post code:

Date of arrival in UK: Telephone number:

Speaking and Listening mode – Entry 3 Sample Tasks

When did you start learning/studying x ?

- whether work and study should be enjoyable in themselves 1 min