Skills For Life Guidelines For Interlocutors

Cambridge English Language Assessment
Skills for Life

Speaking and Listening mode
Entry 1, Entry 2, Entry 3
Level 1, Level 2
Guidelines for
Interlocutors
From 2015
RESTRICTED
For Interlocutor Use Only
Skills for Life

Guidelines for Interlocutors:
Entry 1, 2, 3 and Levels 1, 2
Cambridge English Language Assessment welcomes

feedback on these materials and on the general role of
Speaking and Listening mode interlocutors. If you
would like to pass on any comments or questions
please do so to:
Network Services
Cambridge English Language Assessment
1 Hills Road
Cambridge
CB1 2EU
UK
Telephone: 01223 553311
Skills for Life Guidelines for Interlocutors:

General Introduction
05
How to Use the Training Materials
05
Interlocutor Training Package
05
Time Required for Training
05
Necessary Information for Interlocutors
05
Initial Training
Initial Training: Timing and Planning
07
Detailed Guidelines Part One: Test Format
07
General Information
07
Entry 1
07
Entry 2
08
Entry 3
08
Level 1
09
Level 2
10
Detailed Guidelines Part Two: Interlocutor Skills
10
Refresher session
Refresher Session: Timing and Planning
12
Detailed Guidelines Part One: Test Format
12
Entry 1
12
Entry 2
12
Entry 3
13
Level 1
13
Level 2
14
Detailed Guidelines Part Two: Interlocutor Skills
14
Task Sheets
General Introduction Quiz
16
Test Format Gap-Fills
17 23
Interlocutor Skills Worksheet
24
Interlocutor File
General Information Sheet
27
Test Format Tables
28 34
Checklist for Interlocutors
35
Frequently Asked Questions
36
Time Required for Training
General Introduction
The first time a potential interlocutor prepares to run

Skills for Life Speaking and Listening tests they
should spend a minimum of four hours and forty
minutes working with these materials to cover all
five levels and should follow the detailed guidelines
on pages 7 10. Less time is needed to cover
fewer levels and information on the exact timing can
be found in the timetable on page 7.
This booklet and accompanying materials are for

use by teachers who are going to act as
interlocutors for the Cambridge English ESOL Skills
for Life Speaking and Listening mode at any level:
Entry 1, 2, 3 and Levels 1&2. It contains guidance
and information on the following:
being an interlocutor for the first time at one or
more of the levels (pages 5 10)
After initial training, interlocutors should review

these materials at least once a year. If a period of
more than six months has elapsed since they last
examined, they should use the materials to refresh
their skills before each session of Skills for Life
examining they undertake.
refreshing the interlocutor role after a break in

examining (pages 12 14)
timing and planning of an interlocutor
training/refresher session (pages 7/12)
A refresher session should take approximately an

hour per level. The timetable and guidelines for a
refresher session can be found on pages 12 14.
the test format and interlocutor roles for each of

the levels (pages 28 34)
You should not use these materials too far in

advance of examining. Ideally you would do your
training or refresher session in the week before you
are due to examine.
essential information for interlocutors (page 35)
How to Use the Training Materials
Necessary Information for Interlocutors
If a group of teachers at the same institution are

training to be interlocutors at the same time, they
should do the session together. This approach has
the advantage of making it possible for the group to
discuss issues or questions and to share
experience and knowledge.
During the session you should be aware of the

following aims:
(i)
the format of the Speaking and Listening

test
Before beginning either training for the first time or

a refresher session, you should check that you
have all of the following materials ready. Please
note that you will need to make copies of some of
the pages/activities before you start and you can
find information on this in the relevant section. You
will also need access to a quiet room with a TV, a
DVD player and a CD player.
how to conduct the test

what types of materials are used
(ii)
handling the Speaking and Listening test

materials (ensuring their security, being
familiar with them, handling them efficiently
and discreetly, using the CD player
efficiently)
The following materials are needed for an

interlocutor training or refresher session:
Skills for Life Training DVDs for Interlocutors,
Entry 1, 2, 3 and Levels 1, 2
timing (adhering to prescribed timing in

each phase of the test)
Skills for Life Guidelines for Interlocutor

Training: from 2015, (this booklet)
containing the following:
manner and level of involvement (providing

acceptable support while leaving
candidates space to complete tasks, not
feeding language to candidates)
General Introduction Quiz (page 16)

Test Format tables (pages 28 34)
providing equal opportunities to candidates

in all respects.
Interlocutor Skills Worksheet (pages 24

25)
Checklist for Interlocutors (Page 35)
-
Interlocutors need specific practice in:

using an interlocutor frame (adhering to a
script while speaking naturally)
Interlocutor Training Package
Interlocutors need to know:
Sample Skills for Life Speaking and Listening

test materials at the appropriate level(s). Some
sample materials which are available on the
Cambridge English website.
Initial Training
Detailed Guidelines Part One:

Test Format (4 hrs 40, maximum)
Initial Training: Timing and

Planning
General Information (10 minutes)
The timetable below outlines how to use the

materials in the initial training situation. Detailed
guidelines on the content of the session follow. The
timing assumes that the interlocutor is training for
all five levels. If only one or two of the exams are
being covered, times should be adjusted
accordingly.
For the first part of the training, you will need to

watch DVD sections A E. Whilst watching the
DVD you should try to answer the questions in the
quiz on page 16. If you are working with other
trainees, you may like to discuss suggested
answers to the questions before viewing.
All answers can be found in sections A E of the
DVD and you should ensure you have completed all
these before moving on to the level specific
sections.
PART ONE: Test Format (4hrs 40 mins, 5 levels)

General Information (all trainees) 10 mins
Entry 1 50 mins
Entry 1 (50 minutes)
Entry 2 50 mins
Familiarisation and task (30 minutes)
Entry 3 55 mins
To become familiar with the format of the Entry 1

Speaking and Listening test you should begin by
watching section F on the accompanying DVD,
which contains specific information on the format of
the test and finishes with a complete test at this
level. Even if you are a teacher for Entry 1, you
must still carry out this task in order to prepare
yourself for the specific role of interlocutor.
Level 1 55 mins
Level 2 60 mins
PART TWO: Interlocutor Skills (50 mins)
End of Session
Whilst watching, you should refer to the Entry 1

sample test materials in order to follow how the
interlocutor uses the frame. Also pay particular
attention to the timings of each phase and the way
the interlocutor handles the test materials. You
should read the task information that follows before
you watch. Stop the DVD at the end of section F.
The timetable reflects interlocutor training for all five

levels. If you are covering all five levels, it is
recommended that you cover them in two stages. If
you are only training for one or two levels it is
essential that you begin with the General
Information section before covering the level
specific materials.
Either as, or after, you watch section F, complete

the Entry 1 format table on page 17. Remember to
stop or rewind the DVD when/if you need to. At the
end of section F, compare your completed Entry 1
format table with the one in the Interlocutor File on
page 28.
All interlocutors must also complete Detailed

Guidelines Part Two: Interlocutor Skills.
You should work through each of the stages as
directed.
Practice with sample materials

(20 minutes)
Before you start, you should ensure you have

copies of the following:
Work through the Entry 1 sample test materials.

You should take this opportunity to act as
interlocutor and practise reading the rubrics and
handling the materials. You wont be able to play
the actual CD but will find it useful to go through the
motions of doing so in Phase 2a.
General Introduction Quiz, page 16

Test Format table gap-fills for the relevant
levels, pages 17 23
Sample materials for the relevant level(s)
Interlocutor Skills Worksheet, pages 24 25
Checklist for Interlocutors, page 35
If a group is working together, you should pair up

for this activity and provide each other with support
and feedback. Pay particular attention to:

stressing key words
stressing key words
using intonation to convey meaning
not deviating from the scripted sections of the

test

test
using prompts appropriately
handling materials effectively
smooth use of the CD player in phase 2a
smooth use of the CD player in Phase 2a
You can make the most of this activity by

concentrating on getting to know the
layout/organisation of the materials, the format of
the Speaking and Listening test as a whole and the
demanding role of the interlocutor.

Keep a record of any tips or reminders you think will

help you in your role during real tests.
If you have also covered Entry 1, pay particular

attention to the differences between the tests. Keep
a record of any tips or reminders you think will help
you in your role during real tests.
Next stage
If you are also training for other levels, you should
now follow the relevant guidelines below. You
should cover the levels in sequence.
Next stage
If you are only training for Entry 1, you should now

proceed to Detailed Guidelines Part 2: Interlocutor
Skills on page 10.
If you are not training for any other levels, you

should now proceed to Detailed Guidelines Part
2: Interlocutor Skills on page 10.

Speaking and Listening test, you should begin by
watching section G on the accompanying DVD,
which contains a complete test at this level. Even if
you are a teacher for this level, you must still carry
out this task in order to prepare yourself for the
specific role of interlocutor. Whilst watching you
should refer to the Entry 2 sample test materials in
order to follow how the interlocutor uses the frame.
Also pay particular attention to the timings of each
phase and the way the interlocutor handles the test
materials. You should read the task information that
follows before you watch. Stop the DVD at the end
of section G.

watching section H on the accompanying DVD,
should refer to the Entry 3 sample test materials in
of section H.
Either as, or after, you watch section G complete

the Entry 2 format table on page 18. Remember to
stop or rewind when you need to. At the end of
section G, compare your completed Entry 2 format
table with the one in the Interlocutor File on page
29.
Either as, or after, you watch section H

complete the Entry 3 format table on page 19.
Remember to stop or rewind the DVD when you
need to. At the end of section H, compare your
completed Entry 3 format table with the one in
the Interlocutor File on page 30.

(20 minutes)
Either as, or after, you watch section I complete the

Level 1 format table on pages 20 21. Remember
to stop or rewind the DVD when you need to. At the
end of section I, compare your completed Level 1
pages 31 32.

(20 minutes)

(20 minutes)

Work through the Level 1 sample test materials.

stressing key words



test
stressing key words

test


If you have also covered Entry 1 and/or Entry 2, pay

particular attention to the differences between the
tests. Keep a record of any tips or reminders you
think will help you in your role during real tests.

Next stage
If you have also covered other levels, pay particular

If you are not training for any other levels you

Next stage
Level 1 (55 minutes)
If you are not training for any other levels, you


To become familiar with the format of the Level 1
watching section I on the accompanying DVD,
should refer to the Level 1 sample test materials in
of section I.
Detailed Guidelines Part Two:

Interlocutor Skills (50 minutes)

To become familiar with the format of the Level 2
Speaking and Listening test you should begin by
watching section J on the accompanying DVD,
should refer to the Level 2 sample test materials in
of section J.
Section K on the DVD highlights a number of

general interlocutor skills. The aim of this part of the
training is to familiarise you with a number of issues
that are applicable at all levels, and to provide some
support in how to deal with unexpected
occurrences. The role of the interlocutor is vital in
ensuring the provision of a standardised test that
gives candidates the opportunity to perform and is
fair to all. As an interlocutor you need to be
confident before you begin running tests; you
cannot use live tests as practice.
In order to engage with this section you will need a
copy of the worksheet on pages 24 25. You
should:
Either as, or after, you watch section J complete the

Level 2 format table on pages 22 23. Remember
to stop or rewind the DVD when you need to. At the
end of section J, compare your completed Level 2
pages 33 34.
read through the worksheet to get an idea of the

issues to be covered
watch section K and complete the worksheet
compare your answers with the information on
the Checklist for Interlocutors on page 35.
Again, do stop or rewind as necessary.

(20 minutes)
Next stage
Work through the Level 2 sample test materials.

You have now finished working with the interlocutor

training materials. Before running any live tests you
should next prepare yourself with the relevant test
materials. You will also find it useful to refer to the
Interlocutor File (pages 26 35 of this booklet),
which will remind you of all the main features of
your role. You should take a copy of the Checklist
for Interlocutors, page 35, to all exam assignments.

stressing key words
test
If you have also covered other levels, pay particular
Next stage
You should now proceed to Detailed Guidelines
Part 2: Interlocutor Skills.
10
Refresher Session
11
Detailed Guidelines Part One:

Test Format (2 hours 25 minutes)
Refresher Session: Timing and

Planning
The timetable below outlines how to use the

materials for a refresher session if you have not
acted as interlocutor for a period of more than eight
weeks. Detailed guidelines on the content of the
session follow. The timing assumes that the
interlocutor is refreshing for all five levels. If only
one or two of these exams are being covered, times
should be adjusted accordingly.
Familiarisation with sample materials

(20 minutes)
To re-familiarise yourself with the format of the
Entry 1 Speaking and Listening test, you should
watch the complete test at the end of section F on
the accompanying DVD to reacquaint yourself with
the specific role of interlocutor.
The timings and guidelines are recommended

minimums and, as an interlocutor, you may wish to
spend more time on some areas or to repeat some
of the activities from the initial training section.

interlocutor uses the frame and handles the
materials. Put yourself back in the role of
interlocutor as you watch: read out the script and
manage the materials as you would in the test.
PART ONE: Test Format (2hr 25 mins, max)

Entry 1 20 mins
Pay particular attention to:
Entry 2 25 mins
stressing key words and using intonation

correctly
Entry 3 30 mins
Level 1 35 mins

test
Level 2 35 mins

PART TWO:
Interlocutor Skills (45 mins)
End of Session

concentrating on the layout/organisation of the
materials, the format of the Speaking and Listening
test as a whole and the demanding role of the
interlocutor.
The timetable reflects an interlocutor refresher

session for all five levels. If you only need to cover
one or two levels, you should begin with the
relevant level specific materials. It is recommended
that you cover the tests in sequence of level.

Next stage
All interlocutors must also complete Detailed

Guidelines Part Two: Interlocutor Skills.
If you are also refreshing for other levels, you

should now follow the relevant guidelines below.
You should cover the levels in sequence.
You should work through each of the stages as

directed.
If you are only refreshing for Entry 1, you should

now proceed to Detailed Guidelines Part 2:
Interlocutor Skills on page 14.
Before you start, you should ensure you have

copies of the following:
Sample materials for the relevant levels
Interlocutor Skills Worksheet, pages 24 25

Checklist for Interlocutors, page 35

(25 minutes)
watch the complete test at the end of section G on
12

interlocutor as you watch and read out the script
and manage the materials as you would in the test.
the new two-part Phase 2b, effective from

January 2015
interlocutor.

correctly


test
Next stage


If you are not covering other levels, you should now

Skills on page 14.

interlocutor.


(35 minutes)
Next stage

Level 1 Speaking and Listening test, you should
watch the complete test at the end of section I on
If you are also refreshing for other levels, you

should now follow the relevant guidelines below.
You should cover the levels in sequence.
If you are not covering other levels you should now
Skills on page 14.
Whilst watching, you should refer to the Level 1


(30 minutes)

watch the complete test at the end of section H on

correctly


test

the new planning task in the first part of
Phase 2b, effective from January 2015

interlocutor.

correctly
test


Next stage

the new timing in Phase 1a, effective from

January 2015
13
If you are not covering other levels, you should now

Skills below.
gives candidates the opportunity to perform and is

fair to all. As an interlocutor you need to be
confident before you begin running tests; you
cannot use live tests as practice.
You may have notes or tips from your previous
experience as an interlocutor which you want to
review at this stage, and you should also remind
yourself of the areas covered in the Checklist for
Interlocutors, page 35.

(35 minutes)
In order to engage with this section, you may want

to work with a copy of the worksheet on pages 24
25. This could be looked at before, during or after
viewing section K. Alternatively you may just wish to
view section K in order to refresh your skills.

Level 2 Speaking and Listening test, you should
watch the complete test at the end of section J on
If you use the worksheet, on completion you should

compare your answers with the information on the
checklist on page 35.
Whilst watching, you should refer to the Level 2

Again, do stop or rewind as necessary.
Next stage
You have now finished the refresher session.
Before running any live tests, you should next
prepare yourself with the relevant test materials.
You may also find it useful to refer to the
Interlocutor File (pages 26 35 of this booklet),
which will remind you of all the main features of
your role. You should take a copy of the Checklist
for Interlocutors, page 35, to all exam assignments.

correctly
test
the new timing in Phase 2a, effective from
January 2015
the revised task in the first part of Phase 2b,
and the new timing for the whole of Phase
2b, both effective from January 2015
interlocutor.
Next stage
You should now proceed to Detailed Guidelines
Part 2: Interlocutor Skills below.
Detailed Guidelines Part Two:

Interlocutor Skills (45 minutes)
Section K on the DVD highlights a number of
general interlocutor skills. The aim of this part of the
session is to remind you of a number of issues that
are applicable at all levels, and to provide some
support in how to deal with unexpected
occurrences. The role of the interlocutor is vital in
ensuring the provision of a standardised test that
14
Task Sheets
15
Skills for Life, Speaking and Listening tests

General Introduction Quiz
Answer the question or fill the gap.
1. Why do the Speaking and Listening tests use a paired format?
2. Who manages the interaction during the test?
3. The Speaking and Listening tests contain two main phases:

In the first phase, at different levels, the candidates are expected to:
_______________________________________________________________ .
The second phase consists of _____________________________________ .
4. What is the role of the assessor in the test?
5. The role of the interlocutor is vital in the smooth running and ___________
____________________ of the tests.
6. List reasons for the use of an interlocutor frame:

________________________________________________________________
________________________________________________________________
________________________________________________________________
7. What should you do with the test materials before each test session?
________________________________________________________________
________________________________________________________________
________________________________________________________________
8. Where can you find the candidate task sheets, if applicable?

________________________________________________________________
________________________________________________________________
________________________________________________________________
16
Entry 1 Test Format

Phase
1a
Task
Method
The interlocutor asks each candidate in turn
Interlocutor uses
simple personal questions designed to elicit
questions/prompts from the
_____________ and _____________
frame.
Time
___ - ___ minutes
information.
1b
The candidates ______ _________
Interlocutor gives each
__________ simple questions on a familiar
candidate one topic from the
topic. Only the questions are assessed.
frame. The candidates have

____ ___ __ ______
___ minutes
minutes preparation time,

and about 2 minutes to ask
their questions.
2a
Candidates listen to two short recordings and
Interlocutor uses the frame
answer three questions each, designed to
and tasks as directed, and
test gist and detailed understanding of simple
plays the recordings on the
factual information. The questions are
CD _________.
___ minutes
presented orally and with a series of picture

prompts.
2b
Candidates speak together on a simple topic
Interlocutor sets up a
thematically linked to _______ ____, and
________/________
designed to elicit factual information,
interaction, but can use other
personal experience and (dis)likes. It is
prompts and questions if the
expected that prompting will be required from
discussion fails to develop.
3 - 4 minutes
the interlocutor.
Total
17
16 - ____ minutes
Entry 2 Test Format

Phase
1a
Task
Method
The interlocutor _______ ________
Interlocutor uses
_____________ in turn straightforward
personal questions designed to elicit factual
frame.
Time
___ - ___ minutes
information, personal experience, wishes and

opinions.
1b
Candidates talk in turn for one minute on a
Interlocutor describes a
personal topic, designed to elicit factual
situation to each candidate
information and personal experience, before
from the frame. The
answering _____ questions prepared by their
candidates have ______
partner. The long turn, questions and
__________ preparation time
responses are all assessed.
and about one minute to give
____ minutes
their talk. Their partner then

asks them two questions.
2a
Candidates listen to two longer recordings
with more information to process than at
Entry 1, and answer three questions each.
These are designed to test gist, main points
CD twice.
____ minutes
and detailed understanding of straightforward

information. The questions are presented
orally and with a series of picture prompts.
2b
Candidates speak together on a
straightforward topic thematically linked with
candidate/candidate
the previous task and designed to elicit
factual information, personal experience,
________ and ___________. It is likely that
4 - 5 minutes
some prompting will be required from the

interlocutor.
Total
18
____ - 20 minutes
Entry 3 Test Format

Phase
1a
Task
Method
The interlocutor asks each candidate
Interlocutor asks some
introductory questions. Candidates are then
_________ ___ ______ in which they ask
frame. The Interlocutor then
each other questions on a given familiar
gives the candidates a theme
topic, prompted ________ __________ to
from the frame to talk about
elicit factual information, personal
together.
Time
3 minutes
experience, wishes and opinions.

1b
Candidates talk in turn for _____ _____ ___
_______ minutes on a familiar topic,
from _____ _______. The
personal experience, wishes and opinions, in
candidates have one minute
a more demanding and less familiar context
preparation time and about a
than in Entry 2. Each candidate will then
minute and a half to give
answer _______ questions prepared by their
their talk. Their partner then
partner. The long turn, questions and
asks them three questions.
____ minutes
responses are all assessed.

2a
with more complex information to process
than at Entry 2, and answer three questions
each. These are designed to test gist, main
CD twice.
points and detailed understanding of
____ minutes
information, tone of speaker, intention, etc.

The questions are presented orally with a
series of verbal prompts.
2b
Candidates speak together on a topic
Interlocutor first sets up a
thematically linked with the previous task.
candidate/candidate
The context is more demanding than at Entry
interaction (planning task),
2. In the first part of this phase, candidates
followed by a
are given a prompt card asking them to plan
candidate/candidate
an activity together. In the second part the
discussion task, where the
interlocutor will only prompt candidates if
interlocutor can use other
necessary. The task is designed to elicit
opinion, justification and speculation. Little
Candidates should ________
prompting should be required from the
in ___________.
7 minutes
interlocutor.
Total
19
___ minutes
Level 1 Test Format

Phase
1a
Task
Method
After identifying each candidate, the
Interlocutor invites
interlocutor then gives candidates a short,
candidates to discuss
informal, lead-in discussion task to
together a topic related to the
_________ them for their formal
task in Phase 1b, using
presentation. The interlocutor only asks
prompt questions where necessary to elicit
frame if necessary.
Time
_____ minutes
and encourage elaboration of opinions,

feelings, wishes and suggestions.
1b
Each candidate gives a _______
Each candidate is asked to
presentation, thematically linked with Phase
give a 2-minute formal
1a, responding to a written statement, for
presentation about a given
_______ minutes, expressing, elaborating on
statement/question
and sequencing logically facts, opinions,
presented on a ________
attitudes, feelings and emotions. Each
________.
candidate will then respond to the comments
The candidates have one
and questions of their partner and the
minute preparation time.
assessor.
They then respond for a
9 minutes
_________ ____ __ ______.

2a
Candidates listen to ______ recordings and
answer questions testing identification or
inference of a selection of the following:
plays two separate
genre, context, speakers and/or relationship,
recordings on the CD. Each
gist, topic, purpose of discussion, key words
track is played ________
and phrases, main ideas, facts, opinions,
only.
reasons, attitudes and feelings. The

questions are presented orally, and
candidates are able to make notes if they
wish to.
20
5 minutes
2b
Candidates engage in a discussion
thematically linked with Phase 2a designed
candidate/candidate
to elicit and encourage elaboration of factual
interaction (planning task)
information, personal experience, opinions,
based on the topic
wishes, feelings, suggestions, justification
introduced in Phase 2a. The
and speculation. Candidates will be expected
discussion is then widened to
to express degrees of agreement or
include the interlocutor using
uncertainty, and to sympathise, reassure,
persuade and give advice where appropriate.
frame.
_____ minutes
In the first part of this phase, the candidates

are given a prompt card asking them to plan
an activity together.
In the second part, the interlocutor will ask
_________ ___________ to lead the
discussion into other areas and contexts.
Total
21
______ minutes
Level 2 Test Format

Phase
1a
Task
Method
interlocutor then gives candidates an
informal, lead-in discussion task to prepare
together a topic related to the
them for their formal presentation. The
task in Phase 1b, using
interlocutor only asks prompt questions
where necessary to elicit and encourage
frame ____
elaboration of opinions, justifications,
__________________.
Time
_____ minutes

1b
Each candidate gives a _________
presentation, thematically linked with phase
1a, on a more complex issue than at Level 1,
responding to a written statement, for two
statement/question which is
minutes, expressing, elaborating on and
presented on a task card.
sequencing logically facts, opinions,
justifications, attitudes, feelings and
emotions. Each candidate will then respond
Each presentation is followed
to the comments and questions of their
by approx. ___________
partner and the assessor.
________ minutes
______ minutes
comment/questions from the

partner and the interlocutor.
2a
Candidates listen to ____ recordings and
plays two separate
genre, context, speakers and/or relationship,
gist, topic, purpose of discussion, key words
track is played ________
and phrases, main and secondary ideas,
only.
facts, opinions, reasons, justifications,

attitudes and feelings. The questions are
presented orally, and candidates are able to
make notes if they wish to.
22
6 minutes
2b
thematically linked with Phase 2a designed
candidate/candidate
to elicit and encourage elaboration of factual
interaction based on the topic
information, personal experience, opinions,
introduced in Phase 2a, but
wishes, feelings, attitudes, suggestions,
can use other prompts and
justification and speculation. Candidates will
questions if the discussion
be expected to express degrees of
fails to develop. The
agreement or uncertainty, and to sympathise,
discussion is then widened to
reassure, persuade, compromise and give
include the ______________
advice where appropriate.
and ____________ who
In the first part of this phase, the interlocutor
______ minutes
alternately use
sets up a discussion task and should not
frame.
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.
Total
23
______ minutes
Interlocutor Skills Worksheet

Setting up
1. What must you check before the day of the tests?
2. What must an interlocutor do when setting up to ensure that the test environment
is appropriate?
Material selection
3. What advice is given for the selection of materials?
Handling materials
4. What must you do at the start of each Speaking and Listening test?
5. What happens to candidate notes?
Timing
6. Why is it important to stick to the designated timings for each part of the test?
7. If you test more than one level on any particular day, what must you check before
starting a new level?
8. What may you need to do to keep the test to time?
24
Using the frame

9. What parts of the frame are scripted?
10. Apart from scripted instructions, what else does the interlocutor frame help you
with?
11. When should you use the prompts provided?
12. What are the key elements to remember when delivering the frame?
Preparation time
13. What must you remember to do in order to accurately time candidate preparation?
14. Are candidates allowed to talk during preparation time?
Responding to questions
15. What is the first thing you should do if a candidate does not understand what to
do?
16. What further help may you find in the interlocutor frame?
17. What should you always bear in mind when responding to candidate questions?
25
Interlocutor File
26
General Information
Sheet Progression table
QCF level
Progression with Cambridge English

Certificates in ESOL Skills for Life
General English
Business English Certificates
CPE
ESOL Skills for Life (Level 2)
CAE
BEC Higher
ESOL Skills for Life (Level 1)
FCE
BEC Vantage
Entry 3
ESOL Skills for Life (Entry 3)
PET
BEC Preliminary
Entry 2
KET
Entry 1
Mode Timings
Mode
Entry 1
Entry 2
Entry 3
Reading
50 minutes
1 hour
1 hour 15 minutes
Writing
40 minutes
50 minutes
1 hour
Speaking and Listening
16 18 minutes
18 20 minutes
22 minutes
Mode
Level 1
Level 2
Reading
1 hour
1 hour
Writing
1 hour 15 minutes
1 hour 30 minutes
24 minutes
26 minutes
Length of Speaking and Listening mode

Approximate timings for tasks are given below:
Phase 1a
Phase 1b
Phase 2a
Phase 2b
Total
Entry 1
4-5 minutes
5 minutes
4 minutes
3-4 minutes
16-18 minutes
Entry 2
4-5 minutes
6 minutes
4 minutes
4-5 minutes
18-20 minutes
Entry 3
3 minutes
7 minutes
5 minutes
7 minutes
22 minutes
Phase 1a
Phase 1b
Phase 2a
Phase 2b
Total
Level 1
3 minutes
9 minutes
5 minutes
7 minutes
24 minutes
Level 2
3 minutes
10 minutes
6 minutes
7 minutes
26 minutes
27
Entry 1 Test Format

Phase
1a
1b
Task
Method
The interlocutor asks each candidate in
Interlocutor uses
turn simple personal questions designed
to elicit personal and factual information.
frame.
The candidates ask each other simple
Interlocutor gives each
questions on a familiar topic. Only the
candidate one topic from the
questions are assessed.
frame. The candidates have
Time
4 - 5 minutes
5 minutes
one and a half minutes

preparation time and about 2
minutes to ask their
questions.
2a
Candidates listen to two short recordings
and answer three questions each,
designed to test gist and detailed
understanding of simple factual
CD twice.
4 minutes
information. The questions are presented

orally and with a series of picture prompts.
2b
Candidates speak together on a simple
topic thematically linked to Phase 2a, and
candidate/candidate
personal experience and (dis)likes. It is
expected that prompting will be required
3 - 4 minutes
from the interlocutor.

Total
28
16 - 18 minutes
Entry 2 Test Format

Phase
1a
Task
Method
The interlocutor asks each candidate in
Interlocutor uses
turn straightforward personal questions
frame.
Time
4-5 minutes
personal experience, wishes and opinions.

1b
Candidates talk in turn for one minute on a
personal topic, designed to elicit factual
information and personal experience,
from the frame. The
before answering two questions prepared
candidates have one minute
by their partner. The long turn, questions
preparation time and about
and responses are all assessed.
one minute to give their talk.
6 minutes
Their partner then asks them

two questions.
2a
with more information to process than at
These are designed to test gist, main
CD twice.
4 minutes
points and detailed understanding of

straightforward information. The questions
are presented orally and with a series of
picture prompts.
2b
Candidates speak together on a
straightforward topic thematically linked
candidate/candidate
with the previous task and designed to
elicit factual information, personal
experience, opinion and justification. It is
4-5 minutes
likely that some prompting will be required

from the interlocutor.
Total
29
18 - 20 minutes
Entry 3 Test Format

Phase
1a
1b
(changes effective from January 2015 have been highlighted)

Task
Method
The interlocutor asks each candidate
Interlocutor asks
introductory questions. Candidates are then
given a task in which they ask each other
frame. The interlocutor then
questions on a given familiar topic, prompted
gives the candidates a
where necessary to elicit factual information,
theme from the frame to
personal experience, wishes and opinions.
talk about together.
Candidates talk in turn for one and a half
minutes on a familiar topic, designed to elicit
from the frame. The
wishes and opinions, in a more demanding and
candidates have one
less familiar context than in Entry 2. Each
minute preparation time
candidate will then answer three questions
and about a minute and a
prepared by their partner. The long turn,
half to give their talk. Their
questions and responses are all assessed.
partner then asks them
Time
3 minutes
7 minutes
three questions.
2a
Candidates listen to two longer recordings with
more complex information to process than at
These are designed to test gist, main points
CD twice.
5 minutes
and detailed understanding of information, tone

of speaker, intention, etc. The questions are
presented orally with a series of verbal
prompts.
2b
Candidates speak together on a topic
thematically linked with the previous task. The
candidate/candidate
context is more demanding than at Entry 2. In
interaction (planning task),
the first part of this phase, candidates are
followed by a
given a prompt card asking them to plan an
candidate/candidate
activity together. In the second part the
discussion task, where the
interlocutor will only prompt candidates if
interlocutor can use other
necessary. The task is designed to elicit factual
prompts and questions if
information, personal experience, opinion,
the discussion fails to
justification and speculation. Little prompting
develop. Candidates should
should be required from the interlocutor.
engage in discussion.
Total
30
7 minutes
22 minutes
Level 1 Test Format

Phase
1a
Task
Method
interlocutor then gives candidates a short,
together a topic related to
prepare them for their formal presentation.
the task in Phase 1b, using
The interlocutor only asks prompt
questions where necessary to elicit and
frame if necessary.
Time
3 minutes
encourage elaboration of opinions,

1b
2a
Each candidate gives a formal
presentation, thematically linked with
Phase 1a, responding to a written
statement, for two minutes, expressing,
statement/question
elaborating on and sequencing logically
facts, opinions, attitudes, feelings and
emotions. Each candidate will then
respond to the comments and questions of
They then respond for a
their partner and the assessor.
minute and a half.
Candidates listen to two recordings and
plays two separate
genre, context, speakers and/or
relationship, gist, topic, purpose of
track is played once only.
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.
31
9 minutes
5 minutes
2b
thematically linked with Phase 2a
candidate/candidate
designed to elicit and encourage
interaction (planning task)
elaboration of factual information, personal
based on the topic
experience, opinions, wishes, feelings,
introduced in Phase 2a., The
suggestions, justification and speculation.
discussion is then widened
Candidates will be expected to express
to include the interlocutor
degrees of agreement or uncertainty, and
using questions/prompts
to sympathise, reassure, persuade and
from the frame.
7 minutes
give advice where appropriate.

In the first part of this phase, the
candidates are given a prompt card
asking them to plan an activity
together.
In the second part, the interlocutor will ask
extension questions to lead the discussion
into other areas and contexts.
Total
32
24 minutes
Level 2 Test Format

Phase
1a
Task
Method
interlocutor then gives candidates an
together a topic related to
prepare them for their formal presentation.
the task in Phase 1b, using
The interlocutor only asks prompt
questions where necessary to elicit and
frame if necessary.
Time
3 minutes
encourage elaboration of opinions,

justifications, feelings, wishes and
suggestions.
1b
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/question which is
statement, for two minutes, expressing,
elaborating on and sequencing logically
facts, opinions, justifications, attitudes,
feelings and emotions. Each candidate will
Each presentation is
then respond to the comments and
followed by approx. two and
questions of their partner and the
half minutes
assessor.
comment/questions from the
10 minutes
partner and the interlocutor.

2a
Candidates listen to two recordings and
plays two separate
genre, context, speakers and/or
relationship, gist, topic, purpose of
track is played once only.
discussion, key words and phrases, main

and secondary ideas, facts, opinions,
reasons, justifications, attitudes and
feelings. The questions are presented
orally, and candidates are able to make
notes if they wish to.
33
6 minutes
2b
thematically linked with Phase 2a
candidate/candidate
designed to elicit, and encourage
interaction based on the
elaboration of, factual information,
topic introduced in Phase 2a,
personal experience, opinions, wishes,
but can use other prompts
feelings, attitudes, suggestions,
and questions if the
justification and speculation. Candidates
will be expected to express degrees of
The discussion is then
agreement or uncertainty, and to
widened to include the
sympathise, reassure, persuade,
interlocutor and assessor,
compromise and give advice where
who alternately use
appropriate.
In the first part of this phase, the
7 minutes
frame.
interlocutor sets up a discussion task

and 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.
Total
34
26 minutes
Checklist for Interlocutors
Before examining, interlocutors must:

work through the initial training or refresher session materials
ensure they are prepared for running Speaking and Listening tests by:
familiarising themselves with the materials for the relevant level(s), and de-selecting any
inappropriate tasks. A wide range of materials must be used when testing.
checking that all the tasks on the CD play correctly
check they have all necessary examining tools on each examining assignment:
test materials (booklets and CD)
a CD player
paper and pencils for candidate notes
watch/clock with a second hand and without a loud tick
pencil for noting candidate names
examining assignment details
set up the room, ensuring the furniture, etc. is appropriately arranged

ensure the CD player and CD are working correctly on the day of the tests
While examining, interlocutors must:

ensure clean paper and pencils are ready for candidate use, (notes from previous tests should be
collected in)
collect the candidate mark sheets at the start of each test and hand them to the assessor
deliver the frame at an appropriate speed and as naturally as possible
make best and full use of the interlocutor frame by:

using candidate names where appropriate (indicated by the use of brackets)
keep to the scripted sections of the interlocutor frame (in bold) and not make unscripted
following other instructions such as referring candidates to the paper and pencil, playing the
CD, keeping to phase timings (indicated by use of bracketed italics)
using prompts provided if interaction breaks down or fails to develop
keep to the guidelines for timing in order to run standardised tests, by keeping a discreet eye on their
watch/clock
give the full amount of preparation time, noting when it starts in order to know when it should end
give the candidates equal opportunity to talk
interrupt candidates politely but firmly, if necessary, to keep to allotted times
deal with any questions from candidates, during the test or preparation time, in the appropriate
manner by:
firstly repeating an instruction slowly and in chunks
give out and retrieve test materials when instructed in the interlocutor frame
select the next set of materials at the end of each test, ensuring the widest variety of materials are
used to increase security
if changing test levels, check the timings for the overall length and for each phase of the new level
asking alternative prompts from the interlocutor frame or using language at the correct level
doing so succinctly and using language appropriate to the level
After examining, interlocutors must:

destroy all candidate notes securely
remove all test documentation and keep it secure, remembering to check the CD player is empty
before leaving the test room
35
Frequently Asked Questions

Is it ok for interlocutors to use a mobile phone/tablet
for a timer?
No. All mobile devices should be switched off/kept in

the designated area so as not to distract from the
exam.
Can interlocutors make notes during the exam?
As with notes that candidates have made, nothing

should leave the exam room. These should be
destroyed securely. It is not acceptable for
interlocutors to make and keep notes of candidates
performance during the exam.
How strictly does the interlocutor frame have to be

kept to?
All candidates must be treated fairly and given equal

opportunity to speak. Interlocutors must adhere to the
scripted sections of the interlocutor frame and
instructions, and must keep to the prescribed timings
for all parts of the test.
What should the interlocutor do if they suspect

malpractice (for example, use of crib notes) during an
exam?
Contact Cambridge English immediately following the

session (within 24 hours).
Do I need to use all the material in the pack?
You should use as wide a range of different

combinations of materials as possible to enhance
security. If you know about a particular candidates
background, you may wish to de-select a topic which
you feel is not suitable.
36
Skills for Life

mode
Entry 1
Level 2
Level 1
Guidelines for
Interlocutors
Entry 2
37
Entry 3
From 2015
UCLES 2015

Skills For Life Guidelines For Interlocutors

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Format Tersedia

Skills For Life Guidelines For Interlocutors

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Format Tersedia

Cambridge English Language Assessment

Skills for Life

Skills for Life

Cambridge English Language Assessment welcomes

Skills for Life Guidelines for Interlocutors:

How to Use the Training Materials

Interlocutor Training Package

Time Required for Training

Necessary Information for Interlocutors

Detailed Guidelines Part One: Test Format

Detailed Guidelines Part Two: Interlocutor Skills

Detailed Guidelines Part One: Test Format

Detailed Guidelines Part Two: Interlocutor Skills

Test Format Gap-Fills

Interlocutor Skills Worksheet

Test Format Tables

Checklist for Interlocutors

Frequently Asked Questions

Time Required for Training

The first time a potential interlocutor prepares to run

This booklet and accompanying materials are for

After initial training, interlocutors should review

refreshing the interlocutor role after a break in

A refresher session should take approximately an

the test format and interlocutor roles for each of

You should not use these materials too far in

essential information for interlocutors (page 35)

How to Use the Training Materials

Necessary Information for Interlocutors

If a group of teachers at the same institution are

During the session you should be aware of the

the format of the Speaking and Listening

Before beginning either training for the first time or

how to conduct the test

handling the Speaking and Listening test

The following materials are needed for an

timing (adhering to prescribed timing in

Skills for Life Guidelines for Interlocutor

manner and level of involvement (providing

General Introduction Quiz (page 16)

providing equal opportunities to candidates

Interlocutor Skills Worksheet (pages 24

Interlocutors need specific practice in:

Interlocutor Training Package

Interlocutors need to know:

Sample Skills for Life Speaking and Listening

Detailed Guidelines Part One:

Initial Training: Timing and

General Information (10 minutes)

The timetable below outlines how to use the

For the first part of the training, you will need to

PART ONE: Test Format (4hrs 40 mins, 5 levels)

Entry 1 (50 minutes)

Familiarisation and task (30 minutes)

To become familiar with the format of the Entry 1

Whilst watching, you should refer to the Entry 1

The timetable reflects interlocutor training for all five

Either as, or after, you watch section F, complete

All interlocutors must also complete Detailed

Practice with sample materials

Before you start, you should ensure you have

Work through the Entry 1 sample test materials.

General Introduction Quiz, page 16