Table Of ContentCambridge ESOL Certificates in ESOL
Skills for Life
Speaking and Listening Test DVD
TEACHER’S BOOKLET
Contents
Entry 1
Introduction 2
Student’s Introductory Worksheet (3 tasks) 2
Student’s Worksheet One – Phase 1a (4 tasks) 3
Student’s Worksheet Two – Phase 1b (3 tasks) 4
Student’s Worksheet Three – Phase 2a (4 tasks) 4
Student’s Worksheet Four – Phase 2b (4 tasks) 5
Entry 2
Introduction 7
Student’s Introductory Worksheet (3 tasks) 7
Student’s Worksheet One – Phase 1a (5 tasks) 8
Student’s Worksheet Two – Phase 1b (4 tasks) 9
Student’s Worksheet Three – Phase 2a (3 tasks) 10
Student’s Worksheet Four – Phase 2b (4 tasks) 11
Entry 3
Introduction 13
Student’s Introductory Worksheet (3 tasks) 13
Student’s Worksheet One – Phase 1a (4 tasks) 14
Student’s Worksheet Two – Phase 1b (4 tasks) 15
Student’s Worksheet Three – Phase 2a (4 tasks) 16
Student’s Worksheet Four – Phase 2b (4 tasks) 17
Assessment (2 tasks) 18
Level 1
Introduction 20
Student’s Introductory Worksheet (3 tasks) 20
Student’s Worksheet One – Phase 1a (4 tasks) 21
Student’s Worksheet Two – Phase 1b (4 tasks) 22
Student’s Worksheet Three – Phase 2a (3 tasks) 23
Student’s Worksheet Four – Phase 2b (4 tasks) 24
Assessment (2 tasks) 25
Level 2
Introduction 26
Student’s Introductory Worksheet (3 tasks) 26
Student’s Worksheet One – Phase 1a (4 tasks) 27
Student’s Worksheet Two – Phase 1b (4 tasks) 28
Student’s Worksheet Three – Phase 2a (3 tasks) 29
Student’s Worksheet Four – Phase 2b (4 tasks) 30
Assessment (2 tasks) 30
skills for life – speaking and listening testvideo – teacher’s booklet 1
Entry 1
Introduction
■ Aims of the video and worksheets
• to raise the students’ awareness of the format of the Entry 1 Speaking and Listening test
• to focus students’ attention on techniques that will improve their performance
• to provide opportunities for students to practise the language used in the different parts of
the test
• to update teachers on the current test format for this level
• to provide activities and teaching tips for teachers to use with examination classes for test
preparation.
Please note:
The video and worksheets are notintended as a forum for discussing grades.Although in
certain questions we ask the students to look at the candidates’ performance,this is to help
them to improve their own performance and not for them to grade the candidates on the
video.
The test on the video has been produced for teaching or teacher training purposes only and,
therefore,there are no grades available.
■ How to use the video and worksheets
The tasks in the worksheets are not designed to be used as complete lessons of a fixed length.
The material should be used at your own discretion for the benefit of your students.The
guidelines below are suggestions only.
You can use the video and worksheets to:
• introduce the Entry 1 Speaking and Listening tests at the beginning of your course
• review or revise key points near the test date
• focus on different parts of the test at different times according to your syllabus.
Please note:
Some students may find these activities challenging.If necessary,adapt or simplify the tasks
and give assistance where needed.
Make sure that your students are aware when the answers to the tasks cannot be found on the
video.
Student’s IntroductoryWorksheet (3 tasks)
■ Task One
Read the sentences below.Watch the introduction to the video and write ‘True’ or ‘False’ next
to each sentence.
1. True– There are always two examiners (an assessor and an interlocutor) and two
candidates in the test room.If there is an odd number of candidates,a non-assessed
‘dummy’ candidate is used for the final test.
2. True– A teacher from the candidates’ school or college will usually act as the interlocutor
and ask the questions.
3. False– There is no discussion of the grades,either with the students or between examiners.
4. False– Candidates can’t use a dictionary or their English textbooks in the test.
skills for life – speaking and listening testvideo – teacher’s booklet entry1 2
Now watch the introduction to the Entry test 1 and complete Tasks 2 and 3.
■ Task Two
Fill in the missing information about the test.
Length of test: 16–18minutes.
Number of Phases: 4 (1a,1b,2a and 2b)
Number of listening recordings: 2
■ Task Three
Complete the table by filling in the missing information.
Phase Whatdo the candidateshave to do? Numberof minutes
1a Answer the interlocutor’squestions 4–5 minutes
1b Askeach other questions 5 minutes
2a Listen to a CD and answer some questions 4minutes
2b Speaktogether on a simple topic 3–4 minutes
Student’sWorksheet One – Phase 1a (4 tasks)
■ Task One
Read the sentences below.Watch Phase 1a of the test and write ‘True’ or ‘False’ next to each
sentence.
1. False– Candidates are asked each question in turn.
2. True– Both candidates have to spell their own names.
3. False– Neither candidate is asked how old they are.
4. True– The interlocutor asks both candidates where they come from.
■ Task Two
Look at the list of topics below.Watch Phase 1a of the test again.Tick the topics the candidates
talk about.
1. [ ✔ ] Family 7. [ ✔ ] House/flat
2. [ ] Home town 8. [ ] Music
3. [ ✔ ] Work 9. [ ] Travel
4. [ ] Friends 10.[ ] Free time
5. [ ] Hobbies 11.[ ✔ ] Future plans
6. [ ✔ ] Studies 12.[ ] Weekend activities
■ Task Three
The interlocutor says these things to the candidates.Watch Phase 1a of the video again and
complete the sentences.
1. Where do you come from?
2. Do you workor study?
3. What job would you like to do?
4. Tell me about your houseor flat.
5. Who do you live with?
6. Tell me about your son.
skills for life – speaking and listening testvideo – teacher’s booklet entry1 3
■ Task Four
Now work in pairs: one ‘interlocutor’ and one ‘candidate’.If you are the ‘interlocutor’,ask your
partner three of the questions you wrote down in Task Three.Then change roles and ask three
more of the questions.
Teaching Tip
This activity can be extended by getting the students to ask questions on some of the other
topic areas given in Task Two.
Student’sWorksheetTwo – Phase 1b (3 tasks)
■ Task One
Read the sentences below.Watch Phase 1b of the test and write ‘True’ or ‘False’ next to each
sentence.
1. True– Each candidate has their own topic in Phase 1b.
2. True– The candidates have 1 minute to think of the questions they will ask.
3. True– The candidates can write their questions down.
4. False– The interlocutor will give the candidates a pencil and some paper.
■ Task Two
What topic does each candidate ask questions about?
Maha’s topic: the students in her class
Raja’s topic: watching television
■ Task Three
Watch Phase 1b of the test again.Write down Raja and Maha’s questions.Work in pairs and
check the questions.Correct the mistakes.
Question asked Suggested corrections
Raja’squestions Can I asksomething? Can I askyou something?
Whatyou watch lastnightin the BBC1? Whatdid you watch lastnighton BBC1?
How old you? How old are you?
How long been in thiscountry? How long have you been in thiscountry?
How manychildren you have? How manychildren do you have?
Maha’squestions How manyhave student… in your class? How manystudentsdo you have in your class?
How you come each other … helping each other? How do you help each other?
How’scome the studies… easyor just… ? How are your studies, easyor difficult?
Butyou’re allowed to help each other inside the class? Butyou’re allowed to help each other in class?
Student’sWorksheetThree – Phase 2a (4 tasks)
■ Task One
Read the sentences below.Watch Phase 2a of the test.Write ‘True’ or ‘False’ next to each
sentence.
1. True– The interlocutor shows the candidates three pictures and asks them a question.
2. False– The candidates hear the CD twice.
3. False– The interlocutor does not give any indication if the answers are correct or not.
4. False– Candidates get different questions (except on the first hearing when they have to
select between three options).
skills for life – speaking and listening testvideo – teacher’s booklet entry1 4
■ Task Two
Where are the speakers in the recordings?
Recording 1:in a library
Recording 2: in an office
Teaching Tip
Ask the class to call out the key words they heard on the recording that helped them to decide
where the speakers were.This can form part of a vocabulary-building activity on words to do
with offices and libraries.
■ Task Three
The interlocutor asks the candidates two questions each.The candidates can make notes on
the questions.
Watch Phase 2a again and make notes on the four questions the interlocutor asks.(Don’t write
the questions in full – you haven’t got time.)
1. Where/dictionaries?
2. Number/books can borrow?
3. What day/see Mr K?
4. What time/meet?
■ Task Four
Work in pairs.Think about Phase 2a of the test.Write a list of ‘Dos’ and ‘Don’ts’ for this part of
the test.
Teaching Tip
Use this activity to focus on the importance of making some very short notes of the questions.
Students may need a lot of practice in this to stop them from trying to write out the whole
question in full.
A complete list of ‘Dos and Don’ts’ can be found in the Student’s Worksheet pack after
Worksheet Four.
Student’sWorksheet Four – Phase 2b (4 tasks)
■ Task One
Read the sentences below.Watch Phase 2b of the test and write ‘True’ or ‘False’ next to each
sentence.
1. True– The interlocutor gives the candidates a topic to talk about.
2. False– Candidates talk to each other on the topic.
3. True– The topic is thematically linked to the listening in Phase 2a of the test.
■ Task Two
What topic do Maha and Raja talk about?
Studying in your college library.
skills for life – speaking and listening testvideo – teacher’s booklet entry1 5
■ Task Three
Maha and Raja talk for only a short time so the interlocutor asks some extra questions.Watch
Phase 2b of the video again.What are the interlocutor’s questions?
1. Do you use libraries a lot?
2. Is the college library a good place to study?
3. Do you like to study on your own or in class with a teacher?
■ Task Four
Tick the things that Maha and Raja do in Phase 2b of the test.
1. [ ] take turns speaking 7. [ ] speak very little
2. [ ] both talk at the same time 8. [ ] speak a lot
3. [ ] ask each other questions 9. [ ] talk about their experience
4. [ ] look at each other when they talk 10.[ ] talk about things they like
5. [ ] agree with each other 11.[ ] talk about things they don’t like
6. [ ] disagree with each other 12.[ ] give an opinion
Teaching Tip
Some of the vocabulary and ideas in this task may need to be explained in advance.You could
follow on from this task with some work on language functions.
The following list of functions applies to Entry 1:
• 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.
skills for life – speaking and listening testvideo – teacher’s booklet entry1 6
Entry 2
Introduction
■ Aims of the video and worksheets
• to raise the students’ awareness of the format of the Entry 2 Speaking and Listening test
• to focus students’ attention on techniques that will improve their performance
• to provide opportunities for students to practise the language used in the different parts of
the test
• to update teachers on the current test format for this level
• to provide activities and teaching tips for teachers to use with examination classes for test
preparation.
Please note:
The video and worksheets are notintended as a forum for discussing grades.Although in
certain questions we ask the students to look at the candidates’ performance,this is to help
them to improve their own performance and not for them to grade the candidates on the
video.
The test on the video has been produced for teaching or teacher training purposes only and,
therefore,there are no grades available.
■ How to use the video and worksheets
The tasks in the worksheets are not designed to be used as complete lessons of a fixed length.
The material should be used at your own discretion for the benefit of your students.The
guidelines below are suggestions only.
You can use the video and worksheets to:
• introduce the Entry 2 Speaking and Listening tests at the beginning of your course
• review or revise key points near the test date
• focus on different parts of the test at different times according to your syllabus.
Please note:
Some students may find these activities challenging.If necessary,adapt or simplify the tasks
and give assistance where needed.
Make sure that your students are aware when the answers to the tasks cannot be found on the
video.
Student’s IntroductoryWorksheet (3 tasks)
■ Task One
Read the sentences below.Watch the introduction to the video and write ‘True’ or ‘False’ next
to each sentence.
1. True– There are always two examiners (an assessor and an interlocutor) and two
candidates in the test room.If there is an odd number of candidates,a non-assessed
‘dummy’ candidate is used for the final test.
2. True– A teacher from the candidates’ school or college (the interlocutor) will usually ask the
questions.
3. False– Only one examiner (the assessor) assesses the candidate.(The examiner who doesn’t
talk.)
4. False– There is no discussion of the grades,either with the students or between examiners.
skills for life – speaking and listening testvideo – teacher’s booklet entry2 7
Now watch the introduction to the Entry 2 test and complete Tasks 2 and 3.
■ Task Two
Fill in the missing information about the test.
Length of test: 18–20minutes.
Number of phases: 4 (1a,1b,2a and 2b)
Number of listening recordings: 2
■ Task Three
Complete the table by filling in the missing information.
Phase Whatdo the candidateshave to do? Numberof minutes
1a Answer the interlocutor’squestions 4–5minutes
1b Give a shorttalk, answer and askquestionswith partner 6 minutes
2a Listen to a CD and answer interlocutor’squestions 4 minutes
2b Discussa topicwith partner 4–5minutes
Student’sWorksheet One – Phase 1a (5 tasks)
■ Task One
Read the sentences below.Watch Phase 1a of the test and write ‘True’ or ‘False’ next to each
one.
1. False– Candidates are asked each question in turn.
2. True– Both candidates have to spell their own names.
3. False– Neither candidate is asked how old they are.
4. True– The interlocutor asks both candidates how long they have been in Britain.
■ Task Two
Look at the list of topics below.Watch Phase 1a of the test again.Tick the topics the candidates
talk about.
1. [ ✔ ] Family/children 7. [ ] House/flat
2. [ ✔ ] Town/country 8. [ ] Music
3. [ ] Work 9. [ ✔ ] Travel
4. [ ] Friends 10.[ ✔ ] Shopping
5. [ ] Free time 11.[ ] Future plans
6. [ ✔ ] Studies 12.[ ✔ ] TV/radio
■ Task Three
Watch Phase 1a of the video again.What questions does the interlocutor ask Jose and Majida?
Write the questions in the spaces below.
Whatdoesthe interlocutoraskJose? Whatdoesthe interlocutoraskMajida?
What’syour name? Where do you come from?
Can you spellyour name for me? When did you come to Britain?
Whatdo you like mostaboutthe area where you live here in London? How often do you watch television or listen to the radio?
Are there anyproblemswith transportor shopsaround here? What’syour favourite programme on television?
Do you thinkitisbetter to live in a town or in the countryside? Do you thinkthatwatching television isgood for children?
When did you startlearning English?
skills for life – speaking and listening testvideo – teacher’s booklet entry2 8
■ Task Four
Write down some of the words and phrases Jose and Majida use in their answers.Do you know
the meaning of all these words and phrases?
Jose Majida
Teaching Tip
This is a good time to discuss the importance of communication over accuracy.Did the
candidates in the video use the words and phrases correctly?
Even if the candidates used the vocabulary incorrectly,did they get their message across?
■ Task Five
Work in pairs.One of you is the ‘interlocutor’ and one of you is the ‘candidate’.If you are the
‘interlocutor’,ask your partner four of the questions you wrote down in Task Three.Then
change roles and ask four more of the questions.
Teaching Tip
This activity can be extended by getting the students to ask each other questions on some of
the other topic areas given in Task Two.
Student’sWorksheetTwo – Phase 1b (4 tasks)
■ Task One
Read the sentences below.Watch Phase 1b of the test and write ‘True’ or ‘False’ next to each
sentence.
1. False– Candidates talk on different topics in Phase 1b.
2. True– Candidates have 1 minute to think of what they are going to say.
3. True– Candidates can make notes.The interlocutor will offer them a pencil and paper.
4. False– Candidates have to speak for about 1 minute.
5. True– Partners have to listen then ask two questions at the end.
■ Task Two
What topic did each candidate have to talk about?
Jose’s topic: the street you live in
Majida’s topic: the kind of music you like to listen to or play
skills for life – speaking and listening testvideo – teacher’s booklet entry2 9
