Esol Skills For Life Handbook For Teachers Document

Certicates in
ESOL Skills for Life

Entry 1, 2 and 3 Levels 1 and 2
Handbook for Teachers
1 ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS
CONTENTS
Contents
Introduction 2
Certicates in ESOL Skills for Life an overview 3
Grading and results 8
Valid and fair assessment 10
High-quality administration 12
Outstanding teacher support 13
Reading mode 14
Writing mode 19
Speaking and Listening mode 26
Sample papers 33
About Cambridge English Language Assessment 85
Key features 86
Note: A selection of past papers is available for download from
www.cambridgeenglish.org/s
INTRODUCTION
ESOL SKILLS FOR LIFE HANDBOOK FOR TEACHERS 2
Introduction
Skills for Life is the UK governments strategy for improving the skills of adults (post 14)
in literacy, numeracy, information technology (IT) and ESOL (English for Speakers of Other
Languages) in England, Wales and Northern Ireland. All qualications for adult learners
of English in the state sector which relate to the strategy must be based on the Adult
ESOL Core Curriculum a development of the National Standards for Adult Literacy and
accredited by Ofqual (the Ofce of Qualications and Examinations Regulation).
Cambridge English Language Assessments Certicates in ESOL Skills for Life also reect
the content of the Life in the UK test, as well as the Life in the United Kingdom: A Journey
to Citizenship handbook. For details of how these certicates may be used as part of an
application for UK residency and citizenship, see the UK Home Ofce website, at
www.ukba.homeofce.gov.uk/visas-immigration/settlement/knowledge-language-life/
demonstrating
Our Certicates in ESOL Skills for Life provide exible assessment of ESOL learners in
England, Wales and Northern Ireland, whilst minimising the workload for teachers and
administrators. They reect the use of English in everyday life, and are fully based on the
Adult ESOL Core Curriculum.
Following accreditation by Ofqual, our certicates feature as part of the National
Qualications Framework (NQF). A full list of accredited qualications in the UK can be
found at register.ofqual.gov.uk
The certicates are taken at authorised Cambridge English Language Assessment
examination centres. There is an extensive network of centres ofering these examinations.
A list of centres is available at www.cambridgeenglish.org/s
OVERVIEW
Certicates in ESOL Skills for Life
anoverview
Certicates in ESOL Skills for Life from Cambridge English Language Assessment contribute
to the Skills for Life initiative by providing assessment of English for Speakers of Other
Languages which is designed around the standards for adult literacy and the Adult ESOL
Core Curriculum. They meet the needs of a diverse range of adult ESOL learners resident or
seeking residence in England, Wales and Northern Ireland.
CambridgeEnglishCerticatesinESOLSkillsforLife
wholly externally assessed by trained and experienced examiners
available on demand to suit the learner and the learning provider
can be eligible for government funding
proled results for individual learner feedback
fast turnaround of results
available as an all-mode qualication (Speaking and Listening, Reading, Writing) or as a
single-mode Speaking and Listening qualication
Levels
Our ESOL Skills for Life certicates are available at Entry 1, Entry 2, Entry 3, Level 1 and
Level 2 on the National Qualications Framework.
Priorlearning
The tests are designed to ofer progression through the levels, and at any one level the
prior language knowledge and attainment required is that dened in the standards and
curriculum for the NQF level below. No specic language knowledge or experience is
required for Entry 1. For more information on the Adult ESOL Core Curriculum, please visit
www.excellencegateway.org.uk/node/1516
Progression
Success in the Certicates in ESOL Skills for Life allows candidates to progress to other
Cambridge English exams, or GCSEs, A Levels and Functional Skills qualications.
As the worlds leading provider of qualications for learners of English, we ofer additional
progression routes with our internationally recognised English language qualications. Visit
register.ofqual.gov.uk for a full list of accredited qualications available in the UK.
For more information on our qualications, visit www.cambridgeenglish.org
OVERVIEW
Contentandstructure
At each level, three separate modes are available:
Reading
Writing
Speaking and Listening.
Candidates may choose to enter any combination of the three modes. In order to reect
the fact that many candidates will have varying levels of ability in diferent skills, it is also
possible for them to be assessed in diferent modes at diferent levels in the same exam
session. Alternatively, candidates may prefer to enter for single modes, one by one, as their
skills develop. Either way, candidates are able to build up a portfolio of achievement over
time.
Achoiceofpathways
Our Certicates in ESOL Skills for Life are designed to give learners the opportunity to
demonstrate their abilities in English in the full range of skills. The exible modular structure
can ensure that the assessment of language prociency is comprehensive.
For some learners, however, a full prole across all the modes and skills is not required; for
example, for certain employment purposes.
To enable candidates to opt for an assessment of their overall prociency in English, or to
demonstrate the level of their oral/aural skills only, we provide two pathways to an approved
qualication:
1. an all-mode qualication in Speaking and Listening, Reading, and Writing.
2. a single-mode qualication in Speaking and Listening.
The qualications are available at Entry 1, Entry 2, Entry 3, Level 1 and Level 2. It is important
to note that, if a learner subsequently wishes to obtain an all-mode qualication, a pass in
the single-mode Speaking and Listening qualication, with the addition of passes in Reading
and Writing, can count towards an all-mode qualication for up to three years.
OVERVIEW
The timings for each mode are given below.
Mode
Reading Writing Speaking and Listening
Entry 1 50 minutes 40 minutes 1618 minutes
Entry 2 1 hour 50 minutes 1820 minutes
Entry 3 1 hour 15 minutes 1 hour 2022 minutes
Level 1 1 hour 30 minutes 1 hour 15 minutes 2425 minutes
Level 2 1 hour 30 minutes 1 hour 30 minutes 2627 minutes
Candidature
The Skills for Life tests are designed for learners who are aged 16 and over whose rst
language is not English, and who are living or trying to settle in England. These ESOL learners
may include refugees or asylum seekers, migrant workers, people from settled communities,
and partners or spouses of people who are settled in this country for a number of years.
It is expected that the learners educational and employment backgrounds will be diverse,
as well as their aspirations, literacy levels and language learning skills. This diversity is
reected in the range of material selected for use in these tests and in the task types which
candidates need to complete. Most of the topic areas correspond to themes contained in the
ESOL Citizenship/Life in the UK syllabus.
At Entry 13 candidates will encounter topics in the tests which are both familiar and
relevant to them as learners of English. Topics may include:
personal details/experiences
work
education/training
housing
family and friends
health
transport
weather
buying goods
leisure
UK society.
OVERVIEW
At Levels 1 and 2, the tasks are designed to reect the fact that the needs of ESOL learners at
these levels will be predominantly educational or professional, though broader social issues
are also included in the materials where appropriate. Therefore, in addition to the above list
of topics, candidates may encounter such topics as:
careers
academic study
information technology
the environment
law and order.
Examination opportunities are designed to ensure that each assessment experienced
by individual candidates is fair, objective and previously unseen. Mark schemes allow
candidates to reach the level via diferent patterns of strengths and weaknesses.
In line with the overall objectives of the Adult ESOL Core Curriculum, the choice of contexts,
topics and texts is designed to encourage an understanding of spiritual, moral, ethical and
cultural issues. It will also contribute to raising awareness of environmental issues and
health and safety considerations, as well as European developments consistent with relevant
international agreements.
Examinationentries
Cambridge English Language Assessment requires entries to be made four weeks before
the date of the proposed exam session. For Speaking and Listening tests, estimates of entry
numbers must also be submitted ve weeks before the date of the proposed exam session,
along with details of dates, venues, etc. If special arrangements are required, an application
must be made at least six weeks before the examination date.
There are certain restrictions on examination entries:
The certicates are intended for learners whose rst language is not English.
Centres are requested to ensure that candidates enter the examinations only at a time
when they have a realistic chance of success at the given level.
With the exception of Level 1 Reading and Level 2 Reading, centres can enter candidates
for each mode at each level up to nine times a year (e.g.acentre can hold up to nine
sessions of Entry 1 Reading per year plus nine sessions of Entry 2 Reading per year, etc.).
Centres can enter Level 1 Reading and Level 2 Reading up to ve times a year.
Centres must enter a minimum of four candidates per mode at each session. For
Speaking and Listening, there must be a minimum of four candidates at any one level.
OVERVIEW
Qualicationreferencenumbers
The following table shows the qualication reference numbers:
Qualication
Reference Number
Column A
Speaking and
Listening
Column B
Reading Writing
Entry 1 100/3942/9 100/5129/6 M/505/1965 T/505/1966
Entry 2 100/3930/2 100/5130/2 J/505/1972 L/505/1973
Entry 3 100/3932/6 100/5131/4 R/505/1988 L/505/1990
Level 1 100/4938/1 100/5133/8 T/102/9568 K/102/9566
Level 2 100/4939/3 100/5132/6 T/102/9571 A/102/9569
Note the following:
Make use of the Qualication Reference Numbers in Column A for candidates
registering for all-mode qualications from the outset.
Make use of the Qualication Reference Numbers in Column B when recording
candidates for a single-mode, standalone Speaking and Listening qualication.
Refer to Skills Funding Agency guidelines for recording procedures if it is later decided
to use a pass in a single-mode Speaking and Listening qualication to count towards an
all-mode Skills for Life ESOL qualication.
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.
GRADINGANDRESULTS
Grading and results
Markingandgrading
Information on marking procedures can be found in the detailed guide section of this
Handbook (see page 14 onwards).
For Reading and Writing, the number of marks across the whole mode may vary across
versions of the exams. The same is true of marks available for diferent assessment areas
within a mode or within a task. The number of marks available is weighted in order to reect
the importance of a task in the daily experience of an ESOL learner. Thus, in a Writing
task, for example, where communicative competence is considered more important than
grammatical accuracy in a particular task, more marks are available for text-level writing
than for sentence-level writing.
In Reading, a score in the region of 65% is required to achieve a pass grade. For Writing
and Speaking and Listening, examiners mark according to criteria based on the Adult ESOL
Core Curriculum, where candidates need to show that they can ordinarily achieve the stated
standards (detailed information on these standards is presented in this Handbook).
Grading the exams takes into account:
statistics from pretesting
statistics on the candidature
statistics on the overall candidate performance
statistics on individual items (for Reading papers)
advice and recommendations of examiners
comparison with statistics on exam performance on previous test versions.
Results
Candidates ordinarily receive a statement of results approximately two to three weeks after
taking the exam (assuming that scripts are returned promptly, and depending on the unit
taken). The statement of results indicates whether the candidate has achieved Pass or
Below Pass in the given unit. Results are issued for all units taken.
Statements of results include diagnostic feedback for test users. This feedback details
candidate performance in:
SpeakingandListening
Speak to Communicate
Listen and Respond
Engage in Discussion
GRADINGANDRESULTS
Reading(Entry1,2and3only)
Text focus
Sentence focus
Word focus
Writing
Text focus
Sentence focus
Word focus.
Reading(Levels1and2)
Diagnostic feedback is provided to Below Pass candidates only. This feedback details which
questions the candidate answered correctly and which they answered incorrectly, along with
a table describing the focus of each question in the test.
Certication
At each level, learners who achieve a Pass are awarded certicates at unit level from
Cambridge English Language Assessment. Candidates who achieve a pass in all three
modes (Reading, Writing, Speaking and Listening) receive a Level certicate, which is issued
at the lowest level of successful achievement across the modes. Certicates at mode/unit
level are valid for three years in counting towards Level Certicates.
Enquiries,appealsandcomplaints
Centres can make enquiries about results on behalf of candidates. It should be noted,
however, that it is extremely rare for such queries on results to lead to a change in the result,
given our strict quality assurance procedures.
After the outcome of any enquiry about results has been reported, centres may appeal
against the decision. Appeals must be made in writing and be in line with our formal appeals
procedures.
Detailed guidelines on how to make results enquiries, appeals and complaints can be found
in the Handbook for centres.
Re-takinganexamination
If a candidate who has failed an examination wishes to re-take it at the same level, centres
should ensure that a sufcient amount of teaching is then made available in order to give the
candidate a realistic chance of success in the re-take. We will ensure that the candidates
performance will be re-assessed using an alternative version of the test at the same level.
VALIDANDFAIRASSESSMENT
Valid and fair assessment
Reliability
Our assessment systems and procedures produce accurate results and provide opportunities
for candidates to generate evidence relevant to the development of key skills. Candidates are
encouraged to provide examples of performance which are relevant, authentic, and sufcient
to determine whether they meet the required standards. In this way, test scores can be
considered a true reection of underlying ability.
The pretesting or trialling of all our examination material before it is used by candidates is a
key factor in achieving the reliability of test results over time, and in ensuring that the same
level of ability is required regardless of test version in order to achieve a Pass. We ofer the
opportunity for colleges to be involved in the pretesting of examination materials. Colleges
interested in pretesting should visit www.cambridgeenglish.org/about-pretesting or contact
us at pretesting@cambridgeenglish.org
Validity
We have a strong reputation for our research and validation work, aiming to provide
rigorous quality assurance for our exams at every stage of the assessment process. This is
achieved by conducting analyses and research projects for all of our assessment products,
and through establishing and implementing standard procedures which are evaluated and
rened in the light of theoretical, technological and business developments.
Our Certicates in ESOL Skills for Life are demonstrably based on the Adult ESOL Core
Curriculum. As such, they provide a valid assessment to complement programmes of study
designed around the Curriculum.
Equalopportunities
Our exams are designed to be fair to all test takers, whatever their background or
circumstances. For this reason an extensive research and validation programme is
undertaken to ensure that the questions and tasks used in the exams provide an accurate
measure of test takers true abilities.
A key concern is that the exams diferentiate on ability only and are free from any form of
discrimination. Special provisions are also available for test takers who would otherwise be
disadvantaged by a temporary or permanent disability or other adverse circumstances (see
Special circumstances).
VALIDANDFAIRASSESSMENT
Specialcircumstances
Special circumstances covers three main areas: special arrangements, special consideration
and malpractice.
Specialarrangements These are available for candidates with special requirements. They
may include extra time, separate accommodation or equipment, Braille transcription, etc.
Special arrangements can be made where an application is sent through the centre at least
six weeks before the examination date.
Specialconsideration We will give special consideration to candidates afected by adverse
circumstances immediately before or during an examination. Special consideration can be
given where an application is sent through the centre and is made within ve working days
of the examination date. Examples of acceptable reasons for giving special consideration are
in cases of illness or other unexpected events.
Malpractice The Malpractice Committee will consider cases where candidates are
suspected of copying/colluding, or breaking the examination regulations in some other way.
Results may be withheld because further investigation is needed or because of infringement
of regulations. Centres are notied if a candidates results have been investigated.
HIGH-QUALITYADMINISTRATION
High-quality administration
Networkofauthorisedexamcentres
Our exams can only be taken at authorised Cambridge English Language Assessment
examination centres. These centres must meet high standards of professional
integrity, security and customer service, and are subject to inspection by us. A list
of centres authorised to run the Certicates in ESOL Skills for Life can be found at
Tobecomeanauthorisedcentre
The Certicates in ESOL Skills for Life are designed to be manageable and cost-efective for
centres to operate, with the minimum disruption and bureaucracy. Schools, colleges and
other learning providers interested in becoming a Cambridge English Language Assessment
centre need to meet these conditions:
minimum of four candidates per mode at each session. In addition, for the Speaking and
Listening test, a minimum of four candidates at any one level
local teacher to act as interlocutor for the Speaking and Listening test
CD player for use in the Speaking and Listening test.
For more information about becoming a centre, visit www.cambridgeenglish.org/
cambridge-english-for/exam-centres/how-to-become-a-centre
Security
We take the security and integrity of our examinations very seriously. This commitment is
demonstrated by our ongoing research into new technology and training programmes which
keep us at the forefront of test construction and delivery.
Examiners
We use a network of trained and experienced examiners, selected for their professional
expertise and located throughout the UK.
OUTSTANDINGTEACHERSUPPORT
Outstanding teacher support
Online
As well as providing more detailed information for candidates, teachers and
centres, the Certicates in ESOL Skills for Life page on the Cambridge English
website (www.cambridgeenglish.org/s) contains sample tasks, mark schemes
and scripts which can all be downloaded free of charge. Exam reports and past
papers are also available. Teachers will also be able to access classroom activities
(https://www.teachers.cambridgeesol.org/ts/exams/generalenglish). These are designed
to help teachers prepare candidates for the exams.
Face-to-face
We have developed a range of seminars specically designed to support teachers preparing
candidates for the Certicates in ESOL Skills for Life. For the latest seminar programme and
to register, please go to http://www.cambridgeenglish.org/events/
For more information on the support available for teachers preparing candidates for the
Certicates in ESOL Skills for Life, please visit www.cambridgeenglish.org/s
Centrevisits
We have a team of representatives around the UK ready to visit existing or prospective
centres in order to deal with specic queries or other issues. If centres are interested in a
visit, please go to https://support.cambridgeenglish.org
READING
Certicates in ESOL Skills for Life
a detailed guide
Reading mode
All Reading tasks are designed to reect the everyday experience of the ESOL learner. They
draw on authentic or semi-authentic texts and task types, and provide an opportunity for
candidates to respond to language in a similar way to that which is asked of them in the
daily course of their lives. Candidates can use monolingual dictionaries in the Reading tests
at Entry 1, Entry 2 and Entry 3, but dictionary use will only actually be tested at Entry 2 and
Entry 3. Dictionaries cannot be used at Level 1 and Level 2.
Entry1,2and3Reading
Focus
At Entry 1, 2 and 3, the assessment will reect the word, sentence and text focus of the ESOL
Core Curriculum. Candidates will be required to show that they can:
Entry1
read and understand short texts with repeated language patterns on familiar topics
read and obtain information from common signs and symbols.
Entry2
read and understand short, straightforward texts on familiar topics
read and obtain information from short documents, familiar sources and signs and
symbols.
Entry3
read and understand short, straightforward texts on familiar topics accurately and
independently
read and obtain information from everyday sources.
Format
Candidates need to engage with at least three input texts and perform a variety of task
types. Tasks in the Reading mode may be linked thematically, forming a scenario both
familiar and relevant to the target candidature, and giving authentic reasons for reading in
each case.
READING
Tasktypes
There is no xed format of task and item types. All tasks aim to reect the purpose for which
a text is used in the real world. The starting point for the design of tasks is considering how
the text would be used by a real user and then, where appropriate, ensuring that tasks
involve the candidates in the same text-processing operations.
Entry1
Processing operations may include (among others):
understanding the overall message (gist) of a text
critical response
locating specic information in a text
factual understanding
following instructions
identifying the type of text involved (advertisement, article, etc.)
identifying the purpose and/or intended audience of a text
deciding on an appropriate course of action on the basis of information in a text.
The candidate is expected to respond to a variety of item types, including:
open-ended questions requiring short responses
note-taking
true/false questions
correction tasks
three-option multiple-choice questions
matching
simple alphabetical ordering.
Entry2and3
As at Entry 1, plus:
inferential understanding
use of a simplied monolingual dictionary.
Texttypes
The texts are based on authentic or semi-authentic material, although the language is
graded so that it is appropriate to the level. They are designed to be accessible in terms of
genre and topic to all adult learners at the level.
READING
Entry1and2
Candidates may be asked to engage with a range of text types, for example:
advertisements
public signs and notices
lists
timetables
forms
records
diagrams
letters/emails
notes
leaets
sets of instructions
simple narratives
simplied newspaper or magazine articles.
Entry3
As at Entry 1 and 2, plus:
newspaper or magazine articles
short reports.
Marking
No input is required from teachers/colleges. Papers are marked by trained general markers.
Level1and2Reading
The Reading tests at Levels 1 and 2 both consist of 40 multiple-choice questions based on
a variety of texts replicating real-world reading skills. For both levels there are 40 marks
available and all questions must be answered within 1 hour and 30 minutes. The candidate
answers directly onto a machine-read answer sheet.
The reading tasks are designed to reect the everyday experience of the ESOL learner. They
draw on authentic or semi-authentic texts and task types and provide an opportunity for
candidates to respond to language in a similar way to that which is asked of them in the
daily course of their lives.
Focus
At Level 1 the principal focus is to gather evidence that candidates can read and understand
straightforward texts of varying lengths on a variety of topics accurately and independently
READING
and can read and obtain information from diferent sources such as reports, instructional,
explanatory and persuasive texts. Candidates will be assessed on a sample of the following
component skills:
Rt/L1.1a understand and identify the diferent ways in which meaning is built up in
paragraphed texts in a range of genres
Rt/L1.2a distinguish how language and other textual features are used to achieve
diferent purposes
Rt/L1.3a understand how the main points and specic detail are presented and linked,
and how images are used to infer meaning that is not explicit in the text
Rt/L1.4a use organisational and structural features to locate information (e.g. contents,
index, menus, subheadings, paragraphs)
Rt/L1.5a use skimming, scanning and detailed reading in diferent ways for diferent
purposes
Rs/L1.1a use implicit and explicit grammatical knowledge, along with own knowledge
and experience to predict meaning, try out plausible meanings and to read and
check for sense
Rs/L1.2a use punctuation to help understanding
Rw/L1.2a recognise and understand the vocabulary associated with diferent types of text,
using appropriate strategies to work out meaning
Rw/L1.3a recognise and understand an increasing range of vocabulary, applying
knowledge of word structure, related words, word roots, derivations and
borrowings
At Level 2 the principal focus is to gather evidence that candidates can read a range of texts
of varying complexity accurately and independently and can read and obtain information of
varying lengths and detail from diferent sources in a wide range of text types. Candidates
will be assessed on a sample of the following component skills:
Rt/L2.1a understand and identify the diferent ways in which meaning is built up in a
range of paragraphed texts of varying genres
Rt/L2.2a identify the purposes of a wide range of texts, whether inferred or explicitly
stated
Rt/L2.3a identify the main points and specic detail as they occur in a range of diferent
types of text of varying length and detail
Rt/L2.4a understand and identify how written arguments are structured
Rt/L2.5a read critically to evaluate information, and compare information, ideas and
opinions from diferent sources
Rt/L2.6a use organisational features and systems to locate texts and information
Rt/L2.7a use diferent reading strategies to nd and obtain information, e.g. skimming,
scanning, detailed reading
Rt/L2.8a summarise information from longer documents
READING
Rs/L2.1a use implicit and explicit grammatical knowledge, alongside own knowledge and
experience of context, to help follow meaning and judge the purpose of diferent
types of text
Rs/L2.2a use punctuation to help interpret meaning and purpose of texts
Rw/L2.1a read and understand technical vocabulary
Rw/L2.2a use reference material to nd the meanings of unfamiliar words
Rw/L2.3a recognise and understand vocabulary associated with texts of diferent levels of
accessibility, formality, complexity, and of diferent purpose
Format
Candidates need to engage with 11 input texts at Level 1 and 8 input texts at Level 2 and
perform a variety of task types. Tasks in the Reading mode give authentic reasons for reading
in each case.
Texttypes
The texts are based on authentic or semi-authentic material, although the language is
graded so that it is appropriate to the level. They are designed to be accessible in terms of
genre and topic to all adult learners at the level.
WRITING
Writing mode
All Writing tasks are designed to reect the everyday experience of the ESOL learner. The
Writing paper draws on authentic or semi-authentic texts and task types, and provides an
opportunity for candidates to use and respond to language in a similar way to that which is
asked of them in daily life.
Focus
At each level, the Writing mode aims to gather evidence that the candidate can write in
diferent forms and communicate with diferent intended audiences. This involves awareness
of diferent levels of formality, and an ability to use a range of lexical and grammatical
features appropriate to the task. There are three tasks, including at least two diferent task
types, in Writing papers at each level.
Entry1
The principal assessment focus of the Writing mode at Entry 1 is to gather evidence that
candidates can write to communicate information to an intended audience in documents
such as forms, lists, messages, notes and records.
This is achieved through assessment of all National Literacy Standards descriptors, and by
sampling a range of component skills, knowledge and understanding. At Entry 1, the National
Literacy Standards are:
Wt/E1.1 use written words or phrases to record or present information
Ws/E1.1 construct a simple sentence
Ws/E1.2 punctuate a simple sentence with a capital letter and a full stop
Ws/E1.3 use a capital for the personal pronoun I
Ww/E1.1 spell correctly some personal key words and familiar words
Ww/E1.2 write the letters of the alphabet using upper and lower case
Entry2
candidates can write to communicate information with some awareness of the intended
audience in documents such as forms, lists, messages, notes, records, emails and simple
narratives.
This is achieved through assessment of all National Literacy Standards descriptors, and
by sampling a range of component skills, knowledge and understanding. At Entry 2, the
National Literacy Standards are:
Wt/E2.1 use written words or phrases to record or present information
Ws/E2.1 construct simple and compound sentences with common conjunctions
WRITING
Ws/E2.2 use adjectives
Ws/E2.3 use punctuation correctly (e.g. capitals, full stops, question marks)
Ws/E2.4 use a capital for proper nouns
Ww/E2.1 correctly spell the majority of personal details and familiar common words
Ww/E2.2 produce legible text
Entry3
candidates can write to communicate information and opinions with some adaptation to the
intended audience in documents such as forms, notes, records, emails, letters, narratives,
simple instructions and short reports.
by sampling a range of component skills, knowledge and understanding. At Entry 3, the
Wt/E3.1 plan and draft writing*
Wt/E3.2 organise writing in short paragraphs
Wt/E3.3 sequence chronological writing
Wt/E3.4 proof-read and correct writing for grammar and spelling*
Ws/E3.1 write in complete sentences
Ws/E3.2 use correct basic grammar
Ws/E3.3 use punctuation correctly
Ww/E3.1 correctly spell common words and relevant key words for work and special
interest
Ww/E3.2 produce legible text
Level1
The principal assessment focus of the Writing mode at Level 1 is to gather evidence that
candidates can write to communicate information, ideas and opinions clearly using length,
format and style appropriate to purpose and audience in documents such as forms, records,
emails, letters, narratives, instructions, reports and explanations.
This is achieved through assessment of all National Literacy Standards descriptors, and by
sampling a range of component skills, knowledge and understanding. At Level 1, the National
Literacy Standards are:
Wt/L1.1 plan and draft writing*
Wt/L1.2 judge how much to write and the level of detail to include
Wt/L1.3 present information in a logical sequence using paragraphs where appropriate
Wt/L1.4 use language suitable for purpose and audience
Wt/L1.5 use format and structure for diferent purposes
Wt/L1.7 proof-read and correct writing for accuracy and meaning*
WRITING
Ws/L1.1 write in complete sentences
Ws/L1.2 use correct grammar
Ws/L1.3 punctuate sentences correctly and use punctuation so meaning is clear
Ww/L1.1 spell correctly words used most often in work, studies and daily life
Ww/L1.2 produce legible text
Level2
The principal assessment focus of the Writing mode at Level 2 is to gather evidence that
candidates can write to communicate information, ideas and opinions clearly and efectively
using length, format and style appropriate to purpose, context and audience in a wide range
of documents.
by sampling a range of component skills, knowledge and understanding. At Level 2, the
Wt/L2.1 plan and draft writing*
Wt/L2.2 judge how much to write and the level of detail to include
Wt/L2.3 present information and ideas in a logical or persuasive sequence, using
paragraphs where appropriate
Wt/L2.4 use formal and informal language appropriate to purpose and audience
Wt/L2.5 use format and structure to organise writing for diferent purposes
Wt/L2.6 use diferent styles of writing for diferent purposes
Wt/L2.8 proof-read and correct writing for accuracy and meaning*
Ws/L2.1 construct complex sentences
Ws/L2.2 use correct grammar
Ws/L2.3 use pronouns so that their meaning is clear
Ws/L2.4 punctuate sentences correctly and use punctuation accurately
Ww/L2.1 spell correctly words used most often in work, studies and daily life, including
familiar technical words
Ww/L2.2 produce legible text
*At Entry 3, Level 1 and Level 2, the National Literacy Standards dealing with planning
and drafting of writing (Wt/E3.1, Wt/L1.1 and Wt/L2.1) are tested, though not explicitly.
A candidate is considered to have planned and drafted writing output efectively if the
nished product is well organised. Candidates are not required to submit explicit evidence
of this planning stage in order to meet the Standard. Similarly, where no proof-reading task
is included in the paper, the National Literacy Standards Wt/E3.4, Wt/L1.7 and Wt/L2.8
are not explicitly included in the assessment, but covered in the assessment of accuracy of
spelling and grammar in one or more of the output tasks.
In order to assess the National Literacy Standards for each level, examiners use a task-
specic mark scheme which focuses on the following assessment criteria:
WRITING
Text
Content and task realisation
Audience awareness and impact on reader
Organisation
Coherence and cohesion
Awareness of generic features of text
Awareness of register
Sentence
Construction of simple and compound sentences
Use of linking devices
Control of sentence grammar
Accuracy and range of verb tenses
Control of word order
Use of punctuation and capitalisation
Word
Spelling of personal, familiar, lower frequency and technical words
Vocabulary choice
Letter formation and handwriting
Candidate performance in each task is assessed according to up to three assessment
focuses (Text-, Sentence- and Word-level achievement). Each of the three assessment
focuses has its own mark scheme describing four bands of achievement:
Band 3 describes achievement which has elements of skills at the NQF level above that
being assessed.
Band 2 describes the standard for the particular level.
Band 1 describes Below Pass-level achievement.
Band 0 is applied where there is insufcient evidence of achievement at the level.
Although our Certicates in ESOL Skills for Life report results simply as Pass or Below Pass,
this approach allows examiners to reward above-level achievement. Thus, for example, the
overall writing skills of candidates with poor spelling and handwriting (Word), but good or
very good control over grammar and punctuation (Sentence) and a sound understanding of
adapting text for a specic audience (Text) can be accurately reected.
In some cases, candidates will be asked to produce a text where certain features of Writing
cannot be fairly assessed. For example, in the Entry 2 Sample Paper the candidates are asked
to produce an informal email to a friend. As handwriting skills are not relevant to an email
WRITING
and native speaker usage can be exible with regard to spelling in a scenario like this, Word
features are not assessed in such tasks.
Mark schemes are task-specic, and contain numerous examples of the kind of language
that candidates might be expected to produce at each of the bands of achievement. In
addition, one element of the mark schemes consists of xed general descriptors derived
from the Adult ESOL Core Curriculum.
Diferent marks totals are available for diferent tasks. This depends on a variety of factors
including complexity of input, length of required output and the real-world signicance of
the task (e.g. a police report might be worth more marks than a note to a friend).
Further information on our Certicates in ESOL Skills for Life (Writing), including sample
papers, sample scripts and commentaries and general mark scheme descriptors, is available
on our website at www.cambridgeenglish.org/s
Format
At Entry 1, 2 and 3, question papers in the Writing mode may be linked thematically, forming
a scenario both familiar and relevant to the target candidature, and giving authentic reasons
for writing in each case. Candidates need to produce at least two of the types of output texts
required at the level.
The table on the next page gives an indication of the types of documents candidates may be
expected to produce in the Writing mode.
In Task 3 at Levels 1 and 2, the candidate is asked to answer either a 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.
Where output tasks not listed in the table opposite are required at a particular level,
assessment is not made of the candidates ability to produce generic text features. The
primary purpose of any text not included in the list above is as a vehicle for collecting
evidence of candidates skills in producing continuous prose. In such cases, an indication is
made to candidates in the rubric that generic text features are not required.
Part of the assessment of the text-focus mark schemes is on the generic features of output
texts. Candidates can be credited for showing an understanding of conventions of layout
(e.g. clear paragraphing and/or use of headed sections in report-writing). However, because
of increasing exibility within these issues in real-world situations, candidates are given
considerable leeway both in reaching decisions about appropriate generic features for their
output and in dening the nature of their relationship with the intended audience. The mark
scheme does not penalise a candidate who chooses to embed an article or report in a letter
format.
WRITING
The types of documents candidates may be expected to produce in the Writing mode
Entry 1 Entry 2 Entry 3 Level 1 Level 2*
forms forms forms forms forms
questionnaires questionnaires questionnaires questionnaires questionnaires
lists lists
messages messages messages
notes notes notes
descriptions descriptions descriptions descriptions descriptions
accounts accounts accounts accounts accounts
emails emails emails emails
letters letters letters
simple
narratives
narratives narratives narratives
simple
instructions
instructions instructions
short reports reports reports
explanations explanations
proposals proposals
articles articles
leaets leaets
information
sheets
information
sheets
*At Level 2, where the National Standard stipulates a range of documents, this list is not to be
regarded as exhaustive.
Marking
No input is required from teachers/colleges. Candidate answers are returned to us and
marked by teams of trained examiners.
Examiners are recruited from ESOL practitioners meeting appropriate professional minimum
standards. An induction process takes place where examiners are familiarised both with our
standard procedures and with paper-specic issues.
Training and co-ordination takes place through engagement with sample scripts showing
a range of achievement across band levels. Throughout the marking process extensive
WRITING
monitoring of examiner performance is followed up by both qualitative and quantitative
evaluation and feedback.
A Principal Examiner is responsible, along with a Cambridge English Language Assessment
Assessment Manager, for ensuring that marks awarded are fair, consistent and reliable.
For each test version, the Principal Examiner selects a number of scripts for co-ordination
purposes. These scripts are marked and commentaries on candidate performance written
at a meeting held prior to live marking, consisting of Principal Examiner, Assessment
Manager and Team Leaders. Examiners then undergo a standardisation process using
these co-ordination scripts. A sample of examiners work is checked by Team Leaders, who
monitor performance and provide feedback as appropriate.
SPEAKINGANDLISTENING
Speaking and Listening mode
All Speaking and Listening tasks are designed to reect the everyday experience of the ESOL
learner, and involve the candidates in familiar formal exchanges connected with education,
training, work and social roles.
Focus
At each level, the assessment focuses on gathering evidence that the candidate can listen
and respond, speak to communicate and engage in discussion.
Entry1
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.
Entry2
Assessment focus:
listen and respond to spoken language, including straightforward information, short
narratives, explanations and instructions
speak to communicate information, feelings and opinions on familiar topics
engage in discussion with one or more people in a familiar situation, to establish shared
understanding about familiar topics.
In addition to those at Entry 1, functions may include (among others):
comparing
prioritising
planning
persuading.
Entry3
Assessment focus:
listen and respond to spoken language, including straightforward information and
narratives, and follow straightforward explanations and instructions, both face-to-face
and on the telephone
speak to communicate information, feelings and opinions on familiar topics, using
appropriate formality, both face-to-face and on the telephone
engage in discussion with one or more people in a familiar situation, making relevant
points and responding to what others say to reach a shared understanding about familiar
topics.
In addition to those at Entry 1, functions may include (among others):
comparing/making comparative questions
showing contrast/cause/reason/purpose
prioritising
planning
persuading
narrating
asking about past or future events
expressing future certainty/possibility.
Level1
Assessment focus:
At Level 1, candidates can (in formal exchanges connected with education, training, work
and social roles):
listen and respond to spoken language, including information and narratives, and follow
explanations and instructions of varying length, adapting response to speaker, medium
and context
speak to communicate information, ideas and opinions, adapting speech and content to
take account of the listener(s) and medium
engage in discussion with one or more people in familiar and unfamiliar situations,
making clear and relevant contributions that respond to what others say and produce a
shared understanding about diferent topics.
In addition to those at Entry 1, 2 and 3, functions may include (among others):
describing processes
asking for denitions
warning
expressing future probability
interrupting politely
asking for/giving conrmation, clarication and repetition
asking for/giving advice.
Level2
Assessment focus: At Level 2, candidates can (in a wide range of formal and social
exchanges):
listen and respond to spoken language, including extended information and narratives,
and follow detailed explanations and multi-step instructions of varying length, adapting
response to speaker, medium and context
speak to communicate information (straightforward and detailed information), ideas
and opinions clearly, adapting speech and content to take account of the listener(s),
medium, purpose and situation
engage in discussion with one or more people in a variety of diferent situations, making
clear and efective contributions that produce outcomes appropriate to purpose and
topic.
In addition to those at Level 1, functions may include (among others):
expressing tentative agreement/disagreement
speculating and deducing hypothetical meaning
criticising.
FormatEntry1,2and3
There are two main phases in the Speaking and Listening mode at Entry 1, 2 and 3. In the
rst phase, candidates are expected to ask and answer questions on familiar topics. This
gives an opportunity for assessment in the Speak to Communicate and Listen and Respond
strands (and Engage in Discussion at Entry 3).
The second phase consists of an integrated listening and speaking event. A listening text
delivered on CD allows assessment of the candidates ability to listen for both gist and detail,
with evidence of achievement gathered through spoken answers (though the candidate
can note responses on paper). A thematically related discussion follows, allowing further
assessment of skills in the Speak to Communicate and Engage in Discussion strands.
The format of the Speaking and Listening mode for Entry 1, 2 and 3 is shown in the table on
the next page. This shows the progression across the levels and the increasing demands the
candidate needs to meet.
FormatLevels1and2
There are also two main phases in the Speaking and Listening mode at Levels 1 and 2. In the
rst phase, candidates are asked for their name (for identication purposes only) and then
given a short, informal, lead-in discussion task to prepare them to give a formal presentation.
This presentation lasts 2 minutes, and is in response to a written statement. Candidates
have one minute to prepare and are encouraged to make notes. After each candidates
presentation, the other candidate and the assessor are each given an opportunity to
comment or ask questions.
The second phase consists of an integrated listening and speaking event. Two parallel
texts, or two extracts of a single text, are delivered on CD, and each candidate answers
two questions after each text. These questions are presented orally, and candidates are
encouraged to make notes. This is followed by a two-part thematically related discussion.
In the rst part, the interlocutor may take part, but only if necessary in order to prompt
candidates to complete the task. In the second part, the topic is extended, with the
interlocutor (and the assessor at Level 2) asking extension questions to lead the discussion
into other areas and contexts.
The format of the Speaking and Listening mode for Levels 1 and 2 is shown in the table on
page 31.
Speaking and Listening mode format for Entry 1, 2 and 3
Entry 1 Entry 2 Entry 3
1a The interlocutor asks each
candidate in turn simple personal
questions designed to elicit factual
information.
The interlocutor asks each
candidate in turn straightforward
personal questions designed to
elicit factual information, personal
experience, wishes and opinions.
The interlocutor asks each
candidate introductory questions.
Candidates are then given a task
in which they ask each other
questions on a given familiar topic,
prompted where necessary to
experience, wishes and opinions.
1b The candidates ask each other
simple questions on a familiar
topic. Only the questions are
assessed.
Candidates talk in turn for one
minute on a personal topic,
designed to elicit factual
information and personal
experience, before answering two
questions prepared by their partner.
The long turn, questions and
responses are all assessed.
Candidates talk in turn for one
and a half minutes on a familiar
topic, designed to elicit factual
information, personal experience,
wishes and opinions, in a more
demanding and less familiar
context than in Entry 2. Each
candidate will then answer three
questions prepared by their partner.
The long turn, questions and
responses are all assessed.
2a Candidates listen to two short
recordings and answer questions
designed to test gist and detailed
understanding of simple factual
information. The questions are
presented orally, and with a series
of picture prompts.
Candidates listen to two longer
recordings with more information
to process than at Entry 1, and
answer questions. These are
designed to test gist, main points
and detailed understanding of
straightforward information. The
questions are presented orally, and
with a series of picture prompts.
Candidates listen to two longer
recordings with more complex
information to process than at
Entry 2, and answer questions.
These are designed to test
gist, main points and detailed
understanding of information,
tone of speaker, intention, etc. The
questions are presented orally, and
with a series of prompts.
2b Candidates speak together on
a simple topic thematically
linked with the previous task
and designed to elicit factual
information, personal experience
and (dis)likes. It is expected that
prompting will be required from the
interlocutor.
Candidates speak together on a
straightforward topic thematically
linked with the previous task
and designed to elicit factual
information, personal experience,
opinion and justication. It is
likely that some prompting will be
required from the interlocutor.
Candidates speak together on
a topic thematically linked with
the previous task. The context
is more demanding than at
Entry 2. The task is designed to
experience, opinion, justication
and speculation. Little prompting
should be required from the
interlocutor.
Speaking and Listening mode format for Level 1 and 2
Level 1 Level 2
1a After identifying each candidate, the interlocutor then
gives candidates a short, informal, lead-in discussion
task to prepare them for their formal presentation.
The interlocutor only asks prompt questions where
necessary to elicit and encourage elaboration of
opinions, feelings, wishes and suggestions.
After identifying each candidate, the interlocutor
then gives candidates an informal, lead-in discussion
task to prepare them for their formal presentation.
The interlocutor only asks prompt questions where
necessary to elicit and encourage elaboration
of opinions, justications, feelings, wishes and
suggestions.
1b Each candidate gives a formal presentation,
thematically linked with phase 1a, responding to
a written statement, for two minutes, expressing,
elaborating on and sequencing logically facts, opinions,
attitudes, feelings and emotions. Each candidate will
then respond to the comments and questions of their
partner and the assessor.
Each candidate gives a formal presentation,
thematically linked with phase 1a, on a more complex
issue than at Level 1, responding to a written
statement, for two minutes, expressing, elaborating on
and sequencing logically facts, opinions, justications,
attitudes, feelings and emotions. Each candidate will
then respond to the comments and questions of their
partner and the assessor.
2a Candidates listen to two recordings and answer
questions testing identication or inference of a
selection of the following: genre, context, speakers
and/or relationship, gist, topic, purpose of discussion,
key words and phrases, main ideas, facts, opinions,
reasons, attitudes and feelings. The questions are
presented orally, and candidates are able to make
notes if they wish to.
Candidates listen to two recordings and answer
questions testing identication or inference of a
selection of the following: genre, context, speakers
and/or relationship, gist, topic, purpose of discussion,
key words and phrases, main and secondary ideas,
facts, opinions, reasons, justications, attitudes and
feelings. The questions are presented orally, and
candidates are able to make notes if they wish to.
2b Candidates engage in a discussion thematically
linked with phase 2a designed to elicit, and
encourage elaboration of, factual information,
personal experience, opinions, wishes, feelings,
suggestions, justication and speculation. Candidates
will be expected to express degrees of agreement or
uncertainty, and to sympathise, reassure, persuade and
give advice where appropriate.
In the rst part of this phase, the interlocutor will only
ask prompt questions where necessary to ensure
satisfactory completion of the task.
In the second part, the interlocutor will ask extension
questions to lead the discussion into other areas and
contexts.
Candidates engage in a discussion thematically
linked with phase 2a designed to elicit, and
encourage elaboration of, factual information, personal
experience, opinions, wishes, feelings, attitudes,
suggestions, justication and speculation. Candidates
will be expected to express degrees of agreement or
uncertainty, and to sympathise, reassure, persuade,
compromise and give advice where appropriate.
In the rst part of this phase, the interlocutor
should not need to ask prompt questions to ensure
satisfactory completion of the task.
In the second part, both the interlocutor and the
assessor will ask extension questions to lead the
discussion into other areas and contexts.
Alllevels
Delivery
The test is carried out in a paired format, with two candidates, an interlocutor and an
assessor. A teacher from the college acts as the interlocutor and manages the interaction,
using a pack of material with several diferent test versions to choose from. The external
assessor is provided by Cambridge English Language Assessment. The assessor does not
take an active part in the interaction at Entry 13, but does take part in phase 1b at Level 1,
as well as in phases 1b and 2b at Level 2.
The provision of the interlocutor by the college ensures, as far as possible, that the test
is conducted by someone who understands the experience, background and learning
context of the individual candidates. Interlocutors need to meet our Minimum Professional
Requirements (MPRs). The induction and training of interlocutors is achieved via a
distance-training pack.
Where there is an odd number of candidates to be assessed in Speaking and Listening at
a centre, the nal test will still use a paired format, but an extra student will need to be
provided by the college to take the test with the nal candidate. This extra student is not
assessed, but must be at the appropriate level for the test.
Marking
The Speaking and Listening mode is marked by the assessor during the test. The assessor
marks according to a standardised mark scheme, and at the end of the test completes each
candidates personalised mark sheet. These are then returned to us for computer scanning.
Throughout the test, the candidates are assessed not in relation to each other, but according
to the criteria in the mark scheme.
The standardisation of the Speaking and Listening test conduct and assessment is achieved
through:
a network of professionals in a hierarchical structure called the Team Leader system
(Team Leaders in the UK are appointed by Cambridge English Language Assessment to
manage the professional aspects of the operation.)
a set of quality assurance procedures called Recruitment, Induction, Training,
Co-ordination, Monitoring and Evaluation (RITCME). These are implemented for all
examiners appointed by us.
Interlocutor training is achieved via self-access materials provided by us, which includes
a training video. We also run central interlocutor training sessions for exam centre
representatives who can then go back to their college to cascade training to all interlocutors
at the college.
SAMPLEPAPER
READING
|
ENTRY1

Centre Number Candidate Number

Candidate Name

Entry 1 Certificate in ESOL SkiIIs for Life

Reading
0781

Candidates answer on the question paper.
Test 087

No additional materials are required.

Time 50 minutes
*
0
8
0
4
5
0
3
6
9
9
*

Do not open this paper until your teacher tells you to.

Write your name, centre number and candidate number in the spaces at the top of this page.

You have 50 minutes to answer these questions.

Write clearly in pen, not pencil.

Write on the question paper.

You can use an English-English dictionary.

Each task tells you:
how much to write
how much time to spend
how many marks you can get.

FOR EXAMINER'S USE
Text 6
Sentence 17

Word 13

PV1 100/3942/9 M/102/4823

UCLES 2008 Cambridge English Entry Level Certificate in ESOL Skills for Life (Entry 1) Unit 02 Reading

SAMPLEPAPER
READING
|
ENTRY1
2
Part 1 (About 15 minutes)

For
Examiner's
Use Only
Zahia is looking for a job at her local jobcentre. Look at Text A.

TEXT A
T S W

FINSBURY PARK JOBCENTRE

Name ?o||o |cu|ccuc TitIe |ce

Age .

Address
72 |cc| 5:ccc:
|N|N

Postcode N- 71u

TeIephone .2. c77 2-'2

EmaiI Nc

Languages ^co||c, |cccc|, Lcj||e|

FuII-time Part time

Evenings 6.30 - 10.00 pm Yes No

When can you work?
Weekends: Yes
5o:uccoye cc|y
No

What jobs are you
Iooking for?
eo|ce oee|e:oc:
|o|c e:y||e:
c|.o:c c|coccc
|c:cccc:cc

Do you want to Iearn
new skiIIs?
Yes No

Driving Licence Yes No

When can you start? .'...2..c

QuaIifications cc:||co:c |c o|ccccee|cj

Signature ? |cu|ccuc

Date '2..-..c

Referees
|c 1|ccoe |cc.cc
L5| 1coc|cc
|e |ouc|o |oc|
|c|ccc

Question 1 (1 mark)

What is Text A? Tick () one box.

a timetable

a form

a notice

1

SAMPLEPAPER
READING
|
ENTRY1
3 [Turn over
For
Examiner's
Use Only
T S W
Question 2 (5 marks)

Look at the sentences below. Are they true or false? Tick () TRUE or FALSE for each
sentence.

TRUE FALSE
A Zahia is thirteen years old.
B The jobcentre can write to Zahia by email.
C Zahia can work on Sunday.
D Zahia is a qualified hairdresser.
E Zahia can drive.

Question 3 (1 mark)

When can Zahia start working? Tick () one box.

January

April

May

June


What work does Zahia want to do? Tick () YES or NO for each.

YES NO
A shop work
B a driving job
C housework

2

3

4

5

6

7

8

9

10

SAMPLEPAPER
READING
|
ENTRY1
4
For
Examiner's
Use Only

Look at Texts B, C and D. What are they? Tick () one box for each.
T S W

TEXT B

an advert

an email

a note

TEXT C

some instructions

an invitation

a description

TEXT D

a postcard

a ticket

a notice

JOBCENTRE PLUS
Your nunlcr is.

Plcasc waii for your nunlcr
io conc u.

11

12

13

^||
oc ycu jc: :|c cc.eocc |coec:
| .oc: :c |cc| o: :|c jc|e ojc.
1|oc|e
?o||o

Please write your name and
address here. Write in
CAPITAL letters.
SAMPLEPAPER
READING
|
ENTRY1
5 [Turn over

BLANK PAGE

SAMPLEPAPER
READING
|
ENTRY1
6

For
Examiner's
Use Only
Look at Texts E, F and G.

TEXT E TEXT F
T S W

HELP!
HaIrdresser Wanted!

Ncw lcauiy salon in iIc ciiy
is looling for a Iairdrcsscr.
Ocn 6 days a wccl.

Evcry Monday off!
Vcry good ay!
Siari nci wccl!

Plcasc call Susanna on
020 7659 221 lcforc nidday
on wccldays only.

Free 6ommun|ty |nterpret|ng 6ourses
start|ng |n Hay!
8tart work|ng after the course and
he|p peop|e |n your |oca| commun|ty!

Car you spea| arolrer |arguage? lave
you gol a good |eve| ol Erg||sr? 0o you
Warl lo |earr sorelr|rg reW? 0o you Warl
lo Wor| |r lre corrur|ly?

Fu||-l|re course (Vorday lo Fr|day - ro
ever|rgs) lor 1 rorlr. Trer you car Wor|
Wrer you Warl lor 15 per rour. 0r|v|rg
||cerce |s re|plu| oul rol very |rporlarl.

For rore |rlorral|or, Wr|le lo A|sa|a|
lassar al
arassar_corrur|ly|rlerprel|rg.org.

TEXT G

Cleaning job - start now!

I`m looking Ior a good cleaner and baby-sitter Ior my daughter, Joanna
and my son, Gianni. Work on Saturdays and sometimes on Sundays
2 evenings a week. 5 an hour. Bring a reIerence leter. Call me
Clemencia on 07789 522145.

Question 6 (1 mark)

What are Texts E, F and G? Tick () one box.

invitations

business cards

adverts

Question 7 (1 mark)

Where can you find Texts E, F and G? Tick () one box.

in a fashion magazine

in a shop window

in a phone book

14

15

SAMPLEPAPER
READING
|
ENTRY1
7 [Turn over
For
Examiner's
Use Only

Look at Text E.
T S W

A Which day is the beauty salon closed?

.................................................................................................................................

B When can you speak to Susanna? Tick () one box.

Wednesday morning

Thursday afternoon

Friday evening


Look at Text F and the sentences below. Are the sentences true or false? Tick ()
TRUE or FALSE for each sentence.

TRUE FALSE
A The class is only on two days a week.
B You can get a job after the course.
C You can contact Mr Hassan by email.

Question 10 (1 mark)

Look at Text G. Who is looking for help at home? Tick () one box.

Joanna

Gianni

Clemencia


There is a spelling mistake in Text G. Which word is not correct? Tick () one box.

son

week

leter

16

17

18

19

20

21

22

SAMPLEPAPER
READING
|
ENTRY1
8

For
Examiner's
Use Only
Look at Text H. Four people write about their jobs.

TEXT H
T S W

Gabor

I reoIIy Iike my job. Somefimes I work in fhe morning ond
somefimes I work in fhe evening. I work b doys o week. I
mosfIy work of fhe fickef office. I seII oII kinds of fickefs -
singeI, refurn ond froveIcords. My job is never boring. I
give peopIe informofion obouf fimes, give mops ond moke
sure oII fhe pIofforms ore sofe. I see o Iof of peopIe every
doy - some froveI fo work, some ore fourisfs.

Patience
| oc o ccc|co| cccc:|cc|e:. |y jc| |ec': .ccy c||cu|: occ :|c
oy |e jccc. | oce.cc :|c :c|c|ccc, :o|c cceeojce occ
co|c oc|c:ccc:e cc cc|c :c ecc :|c cucec cc ccc:cc.
L.ccy coy | ecc o |c: c ocu|:e occ c|||cccc .|:| o|| ||cce c
|co|:| cc||cce. | cc|y .cc| |c :|c cccc|cj ccc oc :c 'c.
|cccc | |c|e| | :|cy u :|c .o|:|cj cccc occ co|c eucc
c.ccy:||cj |e ccocy cc :|c c.cc|cj cccc:|cc|e:.

Anjum

My husbond ond I hove o smoII fomiIy business neor our house.
We usuoIIy work 7 doys o week. We work Iong hours for our
chiIdren's fufure. My cousin, Pochid, ond my brofher-in-Iow,
AbduIkorim, come fo heIp foo. We seII oII kinds of fhings,
newspopers ond mogo;ines. We usuoIIy open of 7 o'cIock. Every
doy o Iof of peopIe buy fhings on fheir woy fo work. In fhe
offernoon we see mony chiIdren offer schooI. They oIwoys buy
o Iof of sweefs. We never finish fhe doy before I0pm.

WaIter
I work shiffs - one week very eorIy in fhe morning, one week
Iofe in fhe evening. There ore I0 peopIe in my feom. We work
for o big compony in fhe cify. The boss is very nice ond is
oIwoys hoppy wifh my work. I fidy up desks ond empfy rubbish
bins, do fhe vocuuming ond wosh fIoors. In fhe offernoon I go
fo coIIege fo Ieorn EngIish ond compufing. I wonf fo become on
IT fechnicion nexf yeor.

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ENTRY1
9 [Turn over
For
Examiner's
Use Only

Who works in a GP's surgery? Tick () one box.
T S W

Gabor

Patience

Anjum

Walter


Who works as a cleaner? Tick () one box.

Gabor

Patience

Anjum

Walter


Who works in a train station? Tick () one box.

Gabor

Patience

Anjum

Walter


Who works as a shopkeeper? Tick () one box.

Gabor

Patience

Anjum

Walter


Who wants to change job in the future? Tick () one box.

Gabor

Patience

Anjum

Walter

23

24

25

26

27

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10
For
Examiner's
Use Only
T S W

Look at the sentences below. Are they true or false? Tick () TRUE or FALSE for each
sentence.

TRUE FALSE
A Abdulkarim is Anjum's cousin.
B Walter always works alone.
C Gabor enjoys his job a lot.
D Patience works part-time.
E Anjum always finishes work early in the evening.
F Gabor has two days free every week.
G Patience thinks her work is hard.


There is a spelling mistake in Gabor's text. Which word is not correct? Tick () one box.

office

singel

every


There is a spelling mistake in Anjum's text. Which word is not correct? Tick () one box.

smoll

people

sweets

28
29

30

31

32

33

34

35

36

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SAMPLEPAPER
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ENTRY2


Candidate Name

Entry 2 Certificate in ESOL Skills for Life

Writing
0785

*

Candidates answer on the question paper.
Test 087

No additional materials are required.

Time 50 minutes

Do not open this paper until your teacher tells you to.

Write your name, centre number and candidate number in the spaces at the top of this page.

You have 50 minutes to answer these questions.

Write clearly in pen, not pencil.

Write on the question paper.

Each task tells you:
how much to write
how much time to spend
how many marks you can get.

FOR EXAMINERS USE

Text Sentence Word

Task 1 3 3 3

Task 2 3 6 0

Task 3 6 3 3

PV3 100/3930/2 L/505/1973

UCLES 2013 Cambridge English Entry Level Certificate in ESOL Skills for Life (Entry 2) Unit 03 Writing

SAMPLEPAPER
WRITING
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ENTRY2
2
Task 1 (About 15 minutes)

You are looking for a place to live. You see this notice at your college.

Room available in shared flat

Are you studying at this college too? We are looking for a student to share our flat. We have one spare
room. If you are interested, please write to us. Tell us about yourself and how we can contact you.
Please ask any questions you want.

Lee

Write a note to Lee. In your note:

give some information about yourself (e.g. your hobbies and interests)
ask for information about the room (e.g. size, furniture, rent)
tell Lee how to contact you.

Write about 50 words.

(Total: 9 marks)

SAMPLEPAPER
WRITING
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ENTRY2
3 Turn over u

You are moving to a new flat next week. You would like some help. Your friend Andrea has got a car.

Write an email to Andrea. In your email:

ask Andrea to help you
say what things you need to take to your new flat
say when you want Andrea to help you.

Write about 50 words.

(Total: 9 marks)

Help to move
Subject:
To:

Andreax6875@heartmail.com
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WRITING
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ENTRY2
4

Last week you moved into a new flat. There are some problems in the kitchen.

Write a letter to Mr Steed, the landlord. In your letter, tell Mr Steed what the problems are and say what
you would like him to do.

Write about 80 words. You do not need to write the address or the date.

(Total: 12 marks)

SAMPLEPAPER
|
ENTRY3
Cambridge English Entry 3 Certificate in ESOL Skills for Life [Speaking and Listening] Sample Paper
Cambridge EngIish Certificates in ESOL SkiIIs for Life
Speaking and Listening Mode
Entry 3 SampIe Paper

Please note: With the exception of the task sheet in Phase 2a, the frame is used only by
the interlocutor. t is not shown to the candidates.

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 the things that you Iike reading and why you Iike reading them. You have three minutes
to taIk to each other about this.

[Withdraw eye contact to signal that candidates should start. Allow three 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 do you read in English? (What do you read?)

Do you read the same kinds of things in English as you do in your own language? (Why?/Why not?)

Can you remember the last really interesting book or magazine you read? (What did you like
about it?)

Do you have a favourite time or place for reading? (Where do you go to read?)

Thank you.
SAMPLEPAPER
|
ENTRY3

7 minutes Phase 1b

In this part of the test, you are each going to taIk for about one and a haIf minutes. WhiIe you
are taIking your partner wiII Iisten to you. Your partner wiII then ask you three questions about
what you have said.

_________________ (Candidate A), you're going to teII _________________ (Candidate B) about
the friends and neighbours you have in your area and the things you do with them.

_________________ (Candidate B), you're going to teII _______________ (Candidate A) about
things that you reaIIy want to do in the future and why you want to do them.

You both have one minute to think about what you want to say. You can make notes if you
want to. [Indicate paper and pencil.] If there's anything you don't understand, pIease ask me.
[Withdraw eye contact to signal start of preparation. Allow 1 minute for preparation.]

_____________ (Candidate A), are you ready? PIease teII _____________ (Candidate B) about
the friends and neighbours you have in your area and the things you do with them.
_____________ (Candidate B), Iisten, and ask three questions at the end. [Allow 1 minutes.]

Thank you. _____________ (Candidate B), pIease ask ______________ (Candidate A) your
questions now.

Thank you.

_____________ (Candidate B), are you ready? PIease teII ______________ (Candidate A) about
things that you reaIIy want to do in the future and why you want to do them.
_____________ (Candidate A), Iisten, and ask three questions at the end. [Allow 1 minutes.]

Thank you. _____________ (Candidate A), pIease ask ______________ (Candidate B) your
questions now.

Thank you.

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5 minutes Phase 2a
In this part of the test, you are going to Iisten to two recordings and answer some questions.
You can make notes [indicate paper] if you want to.
You hear some peopIe taIking about things they own. [Hand each candidate the task sheet.]
What do they use the things for? PIaying games, pIaying music, or taking photographs?
Listen to the information. [Play recording.]
Listening script 1

M: Have you seen this?
F: Wow! t's tiny! love the colour.
M: t's good isn't it?
F: Where did you get it?
M: Well, it was a birthday present actually. My wife got it for me.
F: That was nice of her! How many songs can you store on it?
M: Fifteen hundred.
F: Fifteen hundred! can't understand why you need that many. mean how do you find time to listen to them all?
M: [laughs] Well don't very often but it's great on long journeys.
F: Oh well, yes, can see it'd be good to be able to just . (fade)

Listening script 2

M: That looks nice!
F: Yes it's great. And know it looks small but the pictures are really sharp.
M: 'd really like to get one but 'm no good at all this technical stuff. haven't even got an MP3 player yet.
F: Oh but it's really easy. t's fully automatic so you don't have to worry about focusing, the amount of light and that sort of
thing.
M: So, where did you get it then?
F: Well, saw it in the big department store in town, but got mine on the internet actually because it was so much
cheaper.
M: So, how much did you pay then?
F: Well, it was 89.99. But think that's very cheap for what it is.
M: That's amazing! think 'll have to . (fade).

_______________ (Candidate A), in the first recording, what does the man use the thing for?
PIaying games, pIaying music, or taking photographs?
Thank you.
________________ (Candidate B), in the second recording, what does the woman use the thing
for? PIaying games, pIaying music, or taking photographs?
Thank you. [Retrieve task sheet.]
Now Iisten again, and answer these questions.
________________ (Candidate B), in the first recording, who bought the music pIayer for the
man? [short pause] And when does he Iisten to his music?
________________ (Candidate A), in the second recording, where did the woman buy her
camera? [short pause] And how much did it cost?
[Play recording again: scripts as above. At the end of the recording ask each candidate in turn their
two questions again. After each question, wait for the candidate's response.]
Thank you.
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Cambridge English Entry 3 Certificate in ESOL Skills for Life [Speaking and Listening]
4 - 5 minutes Phase 2b
Now you're going to taIk together about modern technoIogy. TaIk to each other about the
technoIogy you use: things Iike music pIayers and cameras, and when you use them.

[Repeat if necessary. Withdraw eye contact to signal start of activity.

If necessary, prompt candidates with questions from the box below (e.g. if students are experiencing
difficulty in continuing the interaction or if they stray from the topic). 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?"]

Modern TechnoIogy - prompt questions

What have you found easy/difficult about learning to use modern technology?

What technology is good/bad for children to use? (Why do you think that?)

What technology could you not live without? (Why not?)

How often do you use a computer? (What do you use it for?)

s there anything you'd like to buy or use in the future? (Why?)

Thank you. That is the end of the test.

Key to Phase 2a

What do they use the things for?
Text 1: playing music
Text 2: taking photographs
Candidate B:
Who bought the music player for the man? (his) wife
When does he listen to his music? (on) long journeys
Candidate A:
Where did the woman buy her camera? (on) (the) internet
How much did it cost? ()89.99/89 pounds (and) 99 pence

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Candidate Name

Level 1 Certificate in ESOL Skills for Life

Reading
0790

Sample Test

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number in the spaces at the top of this
page and on your answer sheet if they are not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES
There are 40 questions in this paper.
Each question carries 1 mark.

100/4938/1 T/102/9568

UCLES 2013 Cambridge English Certificate in ESOL Skills for Life (Level 1) Reading
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Part 1

Questions 1 - 6

Look at the following messages and notices in each question.
For each question mark the correct answer A, B or C on your answer sheet.

1

Clare has written this text message to

A answer a query.

B question a decision.

C correct a misunderstanding.

2

This email

A asks staff to be more patient.

B discourages certain behaviour in staff.

C informs staff about regulation changes.

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3

3

Andy has written this text message because

A he has upset Mahrouz.

B he promised Mahrouz a treat.

C he wants to ask Mahrouz a favour.

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4

4

This notice says that the workshop

A is a legal requirement for all staff.
B will increase the productivity of staff.
C is an introductory course for staff.

5

The second paragraph is in italics because

A the information needs to be printed out.
B the words have been taken from another source.
C the procedure it reports has not been finalised yet.
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5

6

What does the word which refer to?

A Birmingham University
B hospital placements
C military establishments

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Part 2

Questions 7 - 11

Look at the following accommodation advertisements and questions.
For each question mark the correct answer A, B, C or D on your answer sheet.

Samuel Ogden Street
110 per week
This neatly arranged ground floor
studio flat comprises a large
room, separate kitchen and
bathroom in an excellent location
just moments from Manchester
Oxford Road Station. The studio
has a number of attributes such
as being close to Granby village
and Manchester colleges and
Universities. This studio is very
secure, with coded door entry
from the communal areas.
Fairfield Street, Manchester,
M1
160 per week
This 1 bedroom apartment with
its authentic exposed brick-work,
is located in the heart of the city
centre, just a minutes walk from
Piccadilly train station. The
apartment comes fully furnished
and benefits from spacious
rooms, an intercom system,
Economy 7 electric heating,
double door entry, excellent
security and 24 hour
maintenance. Underground
parking is also available.
Station Road, Manchester
95 per week
Located in the heart of the city,
close to Manchesters cultural
hot spots and amenities, this
attractive one-bedroom flat
comes with a large living room,
modern kitchen and spacious
bathroom. The property is
located moments from a fantastic
range of shops and cafes, while
the pleasant open spaces are
within easy reach.

Bronte Street, M15
160 per week
Situated on the ground floor of a
superb block of flats, this
fantastic studio flat includes a
private kitchen area and shower
room. Bronte Street is a pleasant
___________ location, while the
shops and restaurants on Oxford
Road are within easy reach.
Deansgate Station is less than a
mile away. Bills are shared with
other tenants.

Denmark Road, Manchester
170 per week
This naturally bright ground floor
studio flat is situated near the
amenities of Lloyd Street and the
open spaces of Whitworth Park.
The flat comprises a good-sized
double studio room, a well
equipped kitchen, separate
shower room and private
entrance. All bills inc. The studio
is conveniently located on a
number of bus routes.

Moss Lane, Manchester
160 per week
This is a bright, refurbished one-
bedroom first floor flat offering
neutrally decorated interior and
garden. The property also
comprises a reception
room/dining area. There is an
impressive kitchen in the flat
whose fitted appliances include a
brand new dishwasher and
fridge-freezer. Nearby Ardwick
Station (National Rail) is easy to
reach for commuters travelling to
Glossop and Hadfield.

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7

7 How many of the property descriptions mention transport links?

A 3
B 4
C 5
D 6

8 Which advert states there is no charge for living costs such as gas and electricity?

A Fairfield Street
B Station Road
C Bronte Street
D Denmark Road

9 In which flat do tenants share some areas?

A Samuel Ogden Street
B Bronte Street
C Denmark Road
D Moss Lane

10 What does the word whose refer to in the description of the Moss Lane property?

A dishwasher
B kitchen
C fridge-freezer
D flat

11 Which word would fill the gap in the Bronte Street description?

A resident
B residence
C residential
D residentially

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Part 3

Questions 12 16

Look at the following draft leaflet and questions.

Your Council Housing Service needs you!

We want more residents to have a bigger say in improving housing services by
getting involved in decision making.

Are you passionate about housing and making services better?
Would you enjoy listening to other residents and representing their views?
Are you good at finding solutions to problems?

If so, a place on our Council Housing Executive could be for you!

What does the Housing Executive do?

The Housing Executive, advises the Councils Executive (main decision-making
body) and Officers on all key decisions to be taken about housing services, e.g.
how money should be spent to modernise council homes, improve the boroughs
communal areas, reduce traffic and deal with __________social behaviour.

What will my commitment be?

Members of the Housing Executive will need to be able to attend Council meetings
on a regular basis and run the monthly resident meetings.

What support will I get?

There will be training available to help residents who decide to stand for election to
the Housing Executive. The training sessions will develop useful skills such as
promoting themselves effectively. There will also be training for all members of the
Housing Executive to help them carry out their role and collaborate with each other
successfully.

What does the election procedure involve?

Elections for the Housing Executive will take place in September. Nominees will be
interviewed by a small __________ of residents and council representatives.

line 1

line 2
line 3

line 4
line 5
line 6

line 7

line 8

line 9
line 10
line 11
line 12

line 13

line 14
line 15

line 16

line 17
line 18
line 19
line 20
line 21

line 22

line 23
line 24

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12 Where has a comma been used incorrectly?

A line 9
B line 10
C line 11
D line 12

13 Where is an apostrophe missing?

A line 5
B line 6
C line 11
D line 15

14 What prefix should be used to complete the gap in line 12?

A un-
B anti-
C dis-
D contra-

15 What does the phrase to stand for (line 17) mean?

A get advice about applying for an official position
B be successful in getting an official position
C get information about an official position
D compete for an official position

16 What word should be used to complete the gap in line 24?

A set
B unit
C panel
D crowd

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Part 4

Questions 17 21

Look at the following magazine article and questions.

Paragraph 1

Becoming a London taxi driver (were also called cabbies) involves more than just
buying a vehicle and getting permission from the relevant authorities. All drivers have
to pass an intensive training course called The Knowledge, which takes the average
person several years to pass. I did it in just under five years, which I guess is a little
longer than usual. Doing it was one of the hardest things in my life and it was often
tiring and frustrating, but I was a very proud man on the day I completed it.

Most people have no idea what passing The Knowledge entails. You have to go
around on motorbikes with an A-Z map of the city and try to learn all the streets in a
given area. You have to get to know the city inside out. Youve not only got to know
the streets, but also the buildings and places of public interest on them, like shops,
stations, parks, museums, places of worship and hotels.

Some people ask me whats the point of doing The Knowledge when everyone
nowadays has those satellite navigation devices in cars that tell us how to get to
places by typing in the name of a street. One answer to that is, with the map of London
firmly printed in my mind, I can get moving as soon as the passenger jumps in and
states their destination. Theres no need to type in the address and wait for the
computer to load while a long line of traffic piles up behind you! The way Ive always
thought about it is this - a machine can tell you where to go, its always better to know
where youre going.

Paragraph 3

17 What is the writer trying to do in this article?

A respond to criticism of taxi drivers
B encourage people to respect taxi drivers
C explain what the job of taxi driver requires
D argue the need for more taxi drivers in the city

18 What does the writer say about The Knowledge in paragraph 1?

A People need to get official permission to do it.
B Even good drivers find the course challenging.
C He thought about giving it up during the course.
D People normally finish it in less time than he did.

19 What does the writer suggest about studying for The Knowledge?

A It makes drivers aware of the importance of tourism.
B It involves much more than people might think.
C It makes drivers realise how big London actually is.
D It demonstrates the how diverse the city has become.
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20 What does the word that refer to in paragraph 3?

A how to get to places
B satellite navigation devices
C typing in the name of a street
D doubts about the value of The Knowledge

21 What is the best title and subtitle for the article?

A Being a London cabbie
A taxi driver with more than 10 years of experience shares his thoughts
B London taxis: a guide
We outline the reasons why London taxis are so special
C Applying to be a cab driver
A step-by-step guide on how to get into the profession
D London taxis today and beyond
What does the future hold for the traditional London cab?

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Questions 22 28

Look at the following newspaper article and questions.

I flew over the English Channel using a bunch of balloons

The idea came up during a conversation in the office. A colleague at the IT company where I work
mentioned a story he'd seen in the papers about a failed attempt to fly using helium balloons you
know, the type you use for birthday parties. I said it had to be possible that with enough of them, I
could at least make the chair I was sitting in fly. It was a typical Friday afternoon conversation and no
one took it very seriously. But the idea stuck with me.

So I bought a few balloons to see if I could get the chair to take off. With the ropes I used to control it,
I needed five balloons to get the chair in the air. That, I guess, was the point of no going back
I knew the next step had to be to fly in the chair myself.

As children, I think most of us imagine holding a balloon on a string and drifting away to distant lands,
but we're told its impossible. I wanted to prove that it could be done. So I enrolled on a course at a
flight school to get my flying licence, then I worked out how many balloons I'd need. I designed the
controls and safety equipment, did all the calculations on paper and built models.

A year later, I was finally ready to make my first flight. It took place in June 2008. Sitting on my office
chair under a roof of 55 balloons, I covered more than 70km in four hours, climbing to nearly 5000m.
And in April 2011, I broke the world record for the longest balloon flight a 14-hour journey across
North Carolina in southeast America. But while my friends saw these as great achievements; what I
really wanted to do deep down was cross the English Channel to France.

The night before the flight to France, in May 2011, I was a little nervous. Im not a reckless adventurer
and had planned everything carefully down to the smallest detail. But once airborne, I would be
totally on my own. The flight began 15km from the sea at a flying club in Ashford, Kent. At 5am, I
floated away, gradually climbing over the countryside. After all the hard work and all the waiting, it
was a relief to be free of the earth.

By sheer luck, I got to the coast right at the white cliffs of Dover. As I drifted out over the open water, I
got a spectacular view of the cliffs. England was behind me, the cold waters of the channel lay below
and it was 60km to the continent. There were about a hundred problems Id had to consider and
prepare for. One of them was the fact that sudden immersion in the ice cold water could be fatal
I'd decided not to wear special protective clothing to keep the weight down.

Descending slowly from 2,500m, I spotted the coast of France and a safe place to land. I cut off
some of my balloons and landed with a single bounce in a field full of lettuces. The entire journey
lasted three hours and 22 minutes. It was nothing compared with the amount of preparation, but the
feeling of achievement will last a lifetime.

Line 7
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22 The writer says he first got the idea of trying to fly using helium balloons from a colleague who

A had tried to do it before.
B had read an article about it.
C was organising a birthday party.
D was working for a balloon company.

23 What does the writer mean when he says That, I guess, was the point of no going back (line
7)?

A He wished he had not taken up the idea.
B He did not know how to proceed with his experiment.
C He reached a stage where he could not stop what he was doing.
D He realised that it would be silly to repeat the same experiment.

24 The writer mentions children holding balloons and flying away to show how childhood dreams

A can be more satisfying than reality.
B can bring different people together.
C can sometimes come true.
D can change over time.

25 The writer says his record-breaking balloon flight across North Carolina

A failed to satisfy him.
B lasted longer than he expected.
C was rather disappointing.
D took several years to achieve.

26 The writer says that the night before his flight across the English Channel, he felt

A he was trying to do something irresponsible.
B relief because he would not have to wait any longer.
C unsure that he could fly without assistance.
D he had prepared everything properly.

27 What does the word spotted in the final paragraph mean?

A hit
B passed
C saw
D stopped

28 Why was the text written?

A to warn
B to advise
C to instruct
D to entertain

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Part 6

Questions 29 40

Look at the following questions and the magazine article about important people in the lives of four
British women.
For each question, choose from the women A D. The women can be chosen more than once.
There is an example at the beginning (0)
Mark your answers on your answer sheet.

Which woman

mentions the country she was born in?

0 A

says someone made sure that interesting material was provided for her?

29

says there was disagreement about the person she admired?

30

was given permission to go to social events for adults?

31

says the visits she made with her parents at an early age were valuable to her?

32

says she had a boring everyday schedule?

33

is thankful to some people for revealing her special talent?

34

appreciated the superior intelligence of someone she knew? 35

says she was taught the value of hard work?

36

had a teacher who paid attention to individuals?

37

says her parents expected her to become successful? 38

only now appreciates the value of the activities she was made to do?

39

says someone helped her to avoid making the wrong choice?

40

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Important people in my life
Four British women write about the people who inspired them to succeed

A Farrah, architect in Edinburgh

My parents inspired me to become an architect. I became interested in buildings and how they were
designed because they used to take me to exhibitions from when I was about five years old. One of
the first shows I remember was about an American architect, which was held in Baghdad in Iraq, the
country where I was born. My parents always believed that I would do well, perhaps become the first
woman in space or a world-famous writer. I think theyre happy with the career Ive chosen. I was also
very influenced by my professor at my architecture school. He had a lot of energy and made everyone
feel that their ideas were interesting and worth listening to. He also introduced me to different
architectural styles in the world, which is now very important in my work.

B Magda, fashion designer in Manchester

My grandfather had a big impact on me when I was growing up. He was a warm, super-clever man
who knew more about everything than everyone else. Granddad was an interior designer who
designed rooms for hotels and restaurants. He would have these amazing dinner parties with his
friends in his strangely decorated house. He allowed me to go to them as a child and chat to his
friends, who were mainly creative people like artists and musicians, until I fell asleep on the sofa. It
was all very exciting. My grandfather and his friends taught me that if you had an idea, no matter how
crazy it might be, you should try to do something with it. They told me that I had a unique ability to
imagine beautiful things that only I could think of. Ill always be grateful to them for that.

C Emily, English teacher in Belfast

I had an English teacher when I was 12 who definitely changed my perspective on things. When
youre stuck in a dull school routine, going from lesson to lesson, it sometimes takes a different
approach to attract students attention. Not everyone enjoyed his classes, but they changed the way I
viewed the subject and got me thinking about becoming a teacher myself. I remember in one of his
lessons, we had to run around the school fields like animals then run back into class to translate all
that we felt in words. In another, he asked us to write a poem about the noises household appliances
like microwaves made. Although I didnt see it then, I realise these funny activities actually had a
serious purpose, which was to make us believe in our ability to use and appreciate words.

D Gloria, MP in London

Everything I do and believe in comes from my father. Dad always made me put 100% into what I did
and he made it clear that nothing comes without determination. Talent is wasted if you dont make the
most of it that was one of his biggest lessons. I was quite naughty as a child and, even though I was
bright, I wanted to leave school at 16. All I wanted to do was travel and earn enough money so I could
buy new clothes. Without his encouragement, I wouldnt have stayed on at school, got to university
and become a politician. Although we really didnt have much money when I was growing up, dad
tried to help me by always making sure there were always tons and tons of fascinating books in the
house. He also introduced me to political magazines and programmes, and to the problems we need
to solve in our society.

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Candidate Name

Level 2 Certificate in ESOL Skills for Life

Reading
0793

Sample Test

Time 1 hour 30 minutes

INSTRUCTIONS TO CANDIDATES
Do not open this question paper until you are told to do so.
Write your name, centre number and candidate number in the spaces at the top of this
page and on your answer sheet if they are not already there.
Read the instructions for each part of the paper carefully.
Answer all the questions.
Read the instructions on the answer sheet.
Mark your answers on the answer sheet. Use a pencil.
You must complete the answer sheet within the time limit.
At the end of the test, hand in both this question paper and your answer sheet.

INFORMATION FOR CANDIDATES
There are 40 questions in this paper.
Each question carries 1 mark.

100/4939/1 T/102/9571

UCLES 2013 Cambridge English Certificate in ESOL Skills for Life (Level 2) Reading

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Part 1

Questions 1 6

Look at the following three extracts from magazine articles and questions.

English weather

It was the eighteenth-century English author Samuel Johnson who noted that when two Englishmen
meet, their first talk is of the weather. More than two centuries later, little has changed: weather is an
enduring English obsession. According to the UK Meteorological Office (familiarly known to all as the
Met Office), weather reports are the third most watched type of TV broadcast. And when BBC Radio 4
proposed cutting the late-night shipping forecast, which provides weather news for the seas around
the coasts of the British Isles, there was a huge outcry from listeners most of whom never went
anywhere near the sea.

Despite the scrutiny of every change in the weather, the English are kept on their toes. A few weeks
without rain and water bans in gardens and public places are enacted; too much rain and rivers burst
their banks, submerging low-lying towns. Similarly, a sprinkling of snow the amount that
in Germany or Switzerland would be brushed off without a second thought often brings English
motorways to a standstill. The rail network is particularly susceptible to weather delay: trains have
been cancelled for everything from leaves on the track to even the wrong kind of snow.

1 The writer describes how adverse weather conditions can

A affect media broadcasts.
B flood certain settlements.
C cause damage to railways.
D make roads more hazardous.

2 What is the best summary of the extract?

A The weather in other countries makes the English envious.
B The weather defines Englishness in a way that nothing else does.
C The weather has remained the most popular topic in the English media.
D The weather fascinates the English but they have difficulties coping with it.

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SCIENCE TODAY

In the UK alone, it is estimated that more than 1.3 million people practise science, technology
or engineering. And scientific facts are everywhere, grabbing the news headlines, it seems,
with increasing frequency. In such a climate, you might expect scientists to be celebrity icons,
the acclaimed gurus of our ever-increasing quality of life. After all, thanks in part to the efforts
of scientists, we live longer, we can access an ever-increasing range of new vaccines and
medicines, and we are surrounded by a wealth of high-tech gadgetry designed to make our
lives easier and more enjoyable.

Of course, this is not the reality at all. Scientists are never spotted at the exclusive parties that
welcome singers, actors, musicians, dancers, writers, sportsmen and artists with open arms.
This situation reflects the peculiar void in public awareness that the scientific profession seems
to inhabit. As a biologist, filling out online forms, Ive lost track of the number of times Ive been
at a loss when asked to tick a box describing my profession. You can scroll down a lengthy list
from accountant to zookeeper and not see the term scientist or any of its synonyms. Not for
the first time, I pause to ask myself why 1.3 million people are effectively invisible. Especially
when you consider, for example, that the UK police force numbers only about 161,000 about
eight times fewer than scientists yet still manages to be right up there with doctors, lawyers
and teachers in terms of professional visibility.

Line 8

3 What does the word this in line 8 refer to?

A the status of scientists in popular society
B the level of media coverage devoted to scientific issues
C the number of people employed in scientific professions
D the impact of scientists work on peoples everyday lives

4 The writer mentions the police force as an example of a profession which

A deserves wider recognition.
B needs more recruits to join its ranks.
C has a high public profile despite its size.
D shares much in common with doctors, lawyers and teachers.

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The Business of Fashion

As part of the Edinburgh Fashion Week, a seminar was held entitled The Business of Fashion.
Leaders in industry, fashion and trend analysis were invited to talk to young designers, students and
the media on various topics.

Dion Brooke spoke about the need to anchor a brand in a sea of fickle consumers. Consumers have
too much information and too much choice, therefore the temptation to change their minds, to sway
this way and that, is an ever present one across most aspects of their lives. To stand out from the
crowd, brands need to have a clear differentiation from their competitors, a particular character and
the ability to adapt and evolve while still using their core set of values as their anchor.

Lilac Osanjo spoke about Turning a Fashion Idea into an Enterprise. Her view was that an idea
existed in the mind and was influenced by experience, stories, culture, frames of reference. The
difference between an idea and a great idea was that the latter was fresh, unique and memorable.
Something you could feel without explanation. But any idea, however good, remained just that until
someone saw a reason for it - people dont buy products, they buy solutions. More importantly, ideas
and products were not enterprises until there was a market for them - someone who is willing to pay
for what youre producing at the price youre charging.

5 According to Dion Brooke, part of the solution to fickle consumers is for companies to

A employ people who react well to change.
B have a clear business plan and stick to it.
C develop a very distinctive identity for their brands.
D concentrate their efforts on a more limited range of brands.

6 Lilac Osanjo made the point that a fashion idea is only valuable if it

A receives significant financial backing.
B fulfils real needs that people have.
C survives other peoples criticisms.
D is culturally acceptable.

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Part 2

Questions 7 12

Look at the following job advertisement, job application and questions.

Extract A

Restaurant Supervisor

Salary: 14,500 - 15,600 per year
Job type: Full-time, permanent
Location: Woking, Surrey
Closing date: 27 June

This is a fantastic opportunity for a motivated, enthusiastic individual to work in
Woking Manor, a busy branch of the Green Views Hotel Group. The hotel restaurant
is housed in a prestigious property and offers a classic British menu for diners and
business conference guests.

As Restaurant Supervisor, you will report to the Restaurant Manager and lead the
front of house team. You will need to identify the training and development needs for
each individual in your team, along with planning work rotas and assisting with the
recruitment of new staff when necessary. Using the experience gained in a similar
role working for a busy four- or five-star hotel, you will have the freedom to
demonstrate your ability and implement new ideas by leading from the front and
taking responsibility for your team.

If you are interested, please send a cover letter and CV to
jobs@greenviewshotelgroup.org, quoting reference number K1079721.

Paragraph 1

Paragraph 2

Extract B

To whom it may concern,

I am applying for the post of Restaurant Supervisor, which was advertised in last
weeks edition of Jobs Newsletter. I believe that I have the requisite skills and
experience to fulfil the requirements of the job.

Currently, I am Head Waiter at Langdons Restaurant in Buckinghamshire, where I
have been working for the past three years. I have gained considerable experience of
running all aspects of a large, busy restaurant, including taking bookings, ordering
stock, supervising staff, organising their shifts and following health and safety
regulations.

I am a hardworking, confident and determined person who can work both individually
and within a team to meet targets. I have excellent communication skills, and can
speak Polish and Russian in addition to fluent English. I also have a good working
knowledge of IT, which enables me to complete all administrative duties accurately
and efficiently.

Please see the CV attached for further details of my professional background. I would
be happy to attend an interview at any time of your convenience.

Yours faithfully,

Dorota Trzcinska

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

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7 The main purpose of paragraph 1 in Extract A is to

A describe the facilities of the hotel.
B explain why tourists visit the hotel.
C suggest that it is good to work at the hotel.
D provide information about the Green Views Hotel Group.

8 What is the best subheading for paragraph 2 in Extract A?

A Innovation and originality
B Duties and responsibilities
C Leadership and teamwork
D Training and development

9 What is the best subheading for paragraph 1 in Extract B?

A Re: Restaurant Supervisor, ref. K1079721.
B Formal letter for Restaurant Supervisor (K1079721).
C Re: Restaurant Supervisor, 14,500 - 15,600 per year.
D Cover letter and CV for application to be Restaurant Supervisor.

10 What is mentioned in both Extract A and Extract B?

A the professional development of staff
B the last day people can apply for the job
C the administrative work required on the job
D the different hours that people have to work

11 What is mentioned in Extract B but not in Extract A?

A knowledge acquired in a previous job
B personal qualities required to do the job
C certain rules that apply to the workplace
D knowledge of negotiating staff contracts

12 Which is the best paragraph for Dorota to add information about the chefs she has worked for?

A Paragraph 1
B Paragraph 2
C Paragraph 3
D Paragraph 4

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Part 3

Questions 13 18

Look at the following draft formal invitation and questions.

An invitation to the graduation ceremony

I have the pleasure __________ you to participate in the university graduation
ceremony to be held at the City Campus on 16 July.

To take part in the ceremony, please complete the Booking Form overleaf, detach
carefully along the perforated line and post it back to us. Your booking form should
be returned to the Graduation Office no later than 15 June.

For updates on whether we have received your booking form, the number of guest
tickets you have been allocated and whether your graduation pack has been
posted out, please go to our website. You can also email us at
graduation@wimbledonuni.ac.uk.

This invitation is sent to students who are expecting to complete their programme
of study prior to the date of the ceremony and is not proof of graduation or that your
course has been completed. You should not arrive the day of your ceremony
without __________, as we will be under no obligation to accept you into the
ceremony.

Once you have been booked into the appropriate ceremony, an information booklet
containing general details of the day will be sent to you.

Please note that there will be no parking provided for students or guests at the
Campus on the day so allternative travel arrangements should be made (a number
of buses stop near the Campus).

I hope that you will take this opportunity to attend and enjoy the occasion with your
tutors and fellow graduates.

line 1

line 2
line 3

line 4
line 5
line 6

line 7
line 8
line 9
line 10

line 11
line 12
line 13
line 14
line 15

line 16
line 17

line 18
line 19
line 20

line 21
line 22

Paragraph 6
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13 What phrase should be used to complete the gap in line 2?

A to inviting
B of inviting
C with inviting
D for inviting

15 What is the best phrase to complete the gap in line 14?

A giving us prior notification
B telling us about it in advance
C posting us a note ahead of time
D letting one of us know beforehand

16 What word in the text has been misspelled?

A detach (line 4)
B allocated (line 8)
C prior (line 12)
D allternative (line 19)

18 The main purpose of paragraph 6 is to

A warn students against rule breaking.
B give important study advice to students.
C remind students about course schedules.
D inform students about further considerations.

14 What does the word perforated mean in line 5?

A reproduced clearly
B printed on thin paper
C covered in small holes
D using a distinct pattern
17 Information has been given in brackets in lines 19-20

A to highlight the statement.
B to introduce a new idea.
C to provide extra information.
D to indicate uncertainty.
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Part 4

Questions 19 25

Look at the following newspaper article and questions.

Londons Caf Oto: Britains coolest music venue

It's a Thursday night at Cafe Oto and emotions are running high. A hushed crowd has just spent two hours
listening to the legendary Robert Wyatt play tracks, mainly from his old albums. The huge windows in this
converted warehouse building are steamed up and one audience member is close to tears, having just
been telling Wyatt how much his music means to him. Wyatt receives an ecstatic cheer.

Caf Oto, founded by Englishman Hamish Dunbar and his Japanese partner Keiko Yamamoto, claims to
be the only UK venue that exclusively promotes experimental music and musicians. One concert featured
Japan's Otomo Yoshihide, who performed there last year. They had to switch off the bar fridges as the
hum coming from them was louder than the show, which featured Yoshihide playing the edge of a credit
card on a record player that wasnt plugged in.

Having survived without funding since its opening, Caf Oto has just celebrated its fourth anniversary
and a sudden turn in its financial fortunes. Not only has Arts Council England, a government-funded
organisation, given it a 20,000 grant, it has also won a new 30,000 prize from the Genesis Foundation, a
UK-based charity, for its work in providing a platform for musicians. Caf Oto has also received acclaim
from abroad, with the Italian version of Vogue Magazine recently calling it the coolest venue in Britain.

However, even though its situated in Dalston in east London, one of the most fashionable places to see
the latest art and hear the newest music, the crowd watching Robert Wyatt are hardly high fashion, even if
there is a pop star, singer Alexis Taylor, present. Its mostly the kind of serious young men you see
scrutinising the shelves of small, independent record shops throughout the country. Caf Oto is not the
sort of place where you stand around chatting while the bands play. You'd have to be socially inept to talk
when there are 200 people totally silent, says Dunbar. But it's very rare that I have to tap someone on the
shoulder. It becomes self-policing.

Dunbar, 32, grew up in Devon, southwest England, listening to his father's jazz records. He met
Yamamoto at Central Saint Martins College of Art in London, where he was studying painting and she fine
art. After a short while in Tokyo, Japan, enjoying the citys experimental music venues, the pair got the
idea of setting up something similar in London. Every bank turned them down for a loan; but, says Dunbar,
there was this thing in the Borough of Hackney where the council would give you loans to start a business
if you got refused by a bank. They were awarded 25,000, which they recently paid back.

Caf Oto (the word means noise or sound in Japanese) opened four years ago and, for the first two
years, Dunbar and Yamamoto worked 17-hour days, seven days a week. Just a couple of hours of sleep,
says Yamamoto. Just me and Hamish from morning to night, making coffee and booking bands from a
laptop behind the counter. We didn't have any money, but at least we were doing what we wanted to do.
The secret of the venues success is its focus on what Yamamoto describes as underground music. We
turn down huge amounts of stuff, she says. If it's bland and boring and being done in other places, why do
it here?

The extra funding from the Arts Council will help the couple to cover the running costs of the venue, and
the Genesis Foundation money will be used to support five local musicians, set up collaborations with
musicians from outside of Europe and get them onto the bills of European festivals, where Dunbar says
experimental music is better funded. Dunbar seems unshakeably committed to his project. Sometimes I
think this is too much work. But we're stubborn and thats really important. To do something like this you
have to be determined.

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19 In the first paragraph, the writer says that Robert Wyatt

A played much longer than was expected.
B had the complete attention of his audience.
C deliberately avoided playing his new songs.
D was deeply moved by the audiences reaction.

20 Why does the writer mention Otomo Yoshihide?

A to show how having the latest technology is unnecessary in music venues
B to demonstrate how the venue contributed to his popularity in Britain
C to give an example of the kind of music that the venue supports
D to illustrate the superiority of experimental music

21 The writer says that the funding Caf Oto received from Arts Council England

A led to the venue being awarded further funding by another organisation.
B helped overcome the difficult financial situation that the venue was in.
C enabled the venue to make a profit in four years.
D drew the attention of journalists at Vogue Magazine.

22 The writer believes that the people who go to Caf Oto

A tend to be socially inadequate.
B are men working in the music industry.
C respect the way they are expected to behave.
D make every effort to be seen in the company of celebrities.

23 Dunbar and Yamamoto first decided to create a music venue in London

A during a trip to Japan.
B while they were at art college.
C after they were given 25,000.
D as they were listening to jazz music.

24 What does Yamamoto say about her first two years working in Caf Oto?

A It was more exhausting than she had thought.
B The lack of staff created some problems.
C It made her appreciate her partner more.
D The work she was doing made her feel content.

25 What does Dunbar intend to do with the money from Genesis Foundation?

A redecorate the venue
B organise European festivals
C create links with foreign musicians
D help local musicians set up businesses

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Part 5

Questions 26 40

Look at the following questions and the magazine article about four womens views on British cuisine.
For each question, choose from the women A D. The women can be chosen more than once.
There is an example at the beginning (0)
Mark your answers on your answer sheet.

Which woman

mentions a wedding in another country? 0 A

found a discrepancy between the quality of a dish and her location? 26

mentions the fact that a dish is unavailable in her country? 27

had to live off substandard food for a while? 28

grew accustomed to an unfamiliar taste in Britain? 29

says that British people today have a greater respect for their cuisine? 30

says some people in Britain have become more adventurous when choosing food? 31

had high expectations of British food before she came to the country? 32

attributes the type of produce on offer to the cultural mix of the population? 33

says she has a good appetite? 34

says British food is best when not too many things are added to it? 35

compares a product from her own country and a similar product from another? 36

had a negative experience of British food before she arrived in this country? 37

made an impulsive decision to relocate to Britain? 38

sometimes wishes she could add flavour to a meal? 39

was struck by the contrast in the way people dined together? 40

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What we think about British cuisine
Four women from different countries give their views on British cooking

A Sri from Indonesia

I married an Englishman in Indonesia in 1962 and he had talked about his mother being an excellent
cook, so I always thought British food would be very good. Id also read a lot of English literature and
the food described in it always sounded delicious. When I arrived, I wasnt disappointed: for our first
three months, we stayed at my mother-in-laws house and her cooking was wonderful. We always had
a Sunday roast and I completely fell in love with roast beef, which we dont get in Indonesia. There is
one thing I dont like about British food, though I hate it when vegetables come to the table
overcooked so they have hardly any taste. It makes me long for some hot chilli sauce. But the cooking
in this country has definitely improved a lot in recent years, although I am a bit disappointed that
ordinary restaurants are still quite bad. And I wouldnt say living here has influenced the way I cook I
still do everything the way that I learnt, watching my grandmother.

B Tiko from Georgia

Although I had a great job in Georgia, I got to the point when I needed to see what I was capable of
doing. This is why, despite not ever having left my country for more than two weeks, I suddenly
decided one day to pack my bags and leave for England. Luckily, I quickly made a few English friends
who invited me over for dinner and I found that everythings so different here. People here seemed
pretty quiet. In Georgia it was like Christmas every day there would always be 20 people at the table
and you never knew who was going to knock on your door to join the party. As for the food itself, I
love fish and chips, and even Brussels sprouts, which tasted so strange at first, seem delicious to me
now! I do miss certain things from my country, though. Whenever I go back home, I live on traditional
cornbread and a cheese called suluguni. Its like Italian mozzarella cheese but a bit saltier. This is the
thing I miss the most.

C Ludmilla from Latvia

I came to this country with no definite plans, just to work and get some overseas experience. I had
very limited knowledge of British food, most of which I got from an English friend at home, who liked
to serve up English breakfasts swimming in fat. During the first couple of months, I didnt eat anything
better because I had very little money. I was mainly subsisting on those horrible slices of pizza that
you can get on street corners for 1. But I was lucky because I soon got a well-paid job and started
visiting good places to eat. I think the quality of the food here has improved a million-fold, and
people's attitudes have changed. Theyre more willing to try new things. And living heres definitely
influenced my cooking style. Ive embraced that whole fusion thing, mixing and matching different
kinds of food from all over the world. Nowhere else in the world has access to the broad range of
ingredients that you get here. I didn't really expect so much diversity, but it makes sense when you
look at the UKs demographic.

D Signe from Norway

I moved to Britain because I got a place to study at Sussex University. I am an active person, Ive
always loved my food and so I was deeply disappointed when I found that the food in the student halls
was abysmal! And I was surprised by how hard it was to get good fish and chips, even though we
were close to the sea. It was only when I visited a restaurant called Maximillians a couple of years
back that I was really impressed by British food. I remember thinking, This is how it should be really
tasty, without too much embellishment. There's definitely more pride in good British cuisine these
days. There seems to be a real revival, not just in the skills of cooking, but also in the production of
things like cheeses, bread and pastries, and the rearing of animals. I do enjoy British food but I miss
things from Norway, particularly Arctic cloudberries, and their musky smell. As a child I didn't like them
but now they remind me of home.

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ABOUTCAMBRIDGEENGLISHLANGUAGEASSESSMENT
About Cambridge English Language
Assessment
Cambridge English Language Assessment ofers the worlds leading range of qualications
for learners and teachers of English, providing exams in the English language for over
4million people a year in 130 countries, as well as a range of qualications for language
teachers.
Around 13,500 universities, employers and government ministries around the world rely on
Cambridge English certicates as proof of English language ability.
We are also a founder member of the Association of Language Testers in Europe (ALTE) and
work closely with testing organisations, schools and academics around the world to support
the development of language testing in theory and practice.
Cambridge English Language Assessment is a not-for-prot department of the University of
Cambridge and a division of Cambridge Assessment.
www.cambridgeenglish.org
KEYFEATURES
Key features
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Our Certicates in ESOL Skills for Life provide a completely external assessment, with all
questions and tasks set and marked by Cambridge English Language Assessment, and with
all exams conducted under specied and supervised conditions.
We have a strong reputation for our research and validation work. Ongoing validation work
ensures fairness to candidates and standardisation of results over time.
Convenience
The certicates are available on demand, enabling colleges and other learning providers to
ofer them at a time that suits both them and their students.
Support
As with all of our qualications, there is a comprehensive support package, including online
teaching resources, sample papers and seminars for teachers.
Valueformoney
The certicates are competitively priced, ofering high-quality assessment at a reasonable
cost. They can be eligible for government funding.
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The Cambridge English Certicates in ESOL Skills for Life do not require continuous
assessment so classroom tutors can focus on the development of the skills, knowledge and
understanding of their learners.
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UCLES 2013 | CE/1700/3Y10
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Cambridge English
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