Cambridge English: ESOL Skills for Life

Transcription

1 Cambridge English: ESOL Skills for Life ESOL Skills for Life Speaking and Listening Entry 3 Sample Test E This test should not exceed 22 minutes. Please note: With the exception of the Task Sheets in Phases 2a and 2b, this sample test frame will be used only by the interlocutor. It will not be shown to the candidates. 3 minutes Phase 1a Hello. My name is (interlocutor), and this is my colleague (assessor). [Ask Candidate A and Candidate B in turn questions about name and nationality (see below).] Name What s your name? Can you spell it for me? Nationality Where do you come from? How long have you lived here? Could I have your marksheets? [Collect marksheets and hand to assessor.] Now you are going to ask each other some questions. I want you to find out from each other about your favourite buildings and why you like them. You have two minutes to talk to each other. [Withdraw eye contact to signal that candidates should start. Allow two 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: Where is your favourite building? (Why is it special?) When did you last go and see it? (What did you do there?) Do many people like to visit this building? (Why?/Why not?) Do you think buildings in the past were better or worse than modern buildings? (Why?)

2 7 minutes Phase 1b In this part of the test, you are each going to talk for about one and a half minutes. While you are talking, your partner will listen to you. Your partner will then ask you three questions about what you have said. (Candidate A), you re going to tell (indicate Candidate B) about the facilities at your college and whether you use them. (Candidate B), you re going to tell (indicate Candidate A) about a job you d like to do in the future and why you d like it. 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, please ask me. [Withdraw eye contact to signal start of preparation. Allow 1 minute for preparation.] (Candidate A), are you ready? Please tell (Candidate B) about the facilities at your college and whether you use them. (Candidate B), listen, and ask three questions at the end. [Allow 1½ minutes.] (Candidate B), please ask (Candidate A) your questions now. (Candidate B), are you ready? Please tell (Candidate A) about a job you d like to do in the future and why you d like it. (Candidate A), listen, and ask three questions at the end. [Allow 1½ minutes.] (Candidate A), please ask (Candidate B) your questions now.

3 5 minutes Phase 2a In this part of the test, you are going to listen to two recordings and answer some questions. You can make notes [indicate paper] if you want to. You hear two people describing how they find out what s in the news. How do the people find out what s in the news? By watching TV, by reading a newspaper or by going online? Listen to the recordings. [Play CD.] Listening script 1 M: I pick it up at the station every morning just before I get on the train. It helps the journey go faster and I ll usually finish it by the time I get to work, that s if I m not working on my laptop to try and meet a deadline! I always look at the sports results first I like to check how my football team s getting on I know it s bad but that s the one thing I absolutely have to know! After that I usually turn to the UK news pages and if I see a headline that looks interesting, I ll read that article. But there are some bits that I m not interested in. I don t look at the business news, for example. Even though my boss probably thinks I should! Listening script 2 F: When the kids are in bed and it s peaceful, I ll sit down in the living room and I like watching it with my husband on a big screen. It s a good programme. They have interviews with politicians and other people in the news. But the best thing for me is that there s a lot of international news. It s an hour long but I don t usually see all of it. They finish off with something called Tomorrow s Papers it s about what s in the newspapers the next day. I usually switch off then because I have to go and check s on the computer for work the next day, unfortunately. (Candidate A), in the first recording, how does the man find out what s in the news? By watching TV, by reading a newspaper or by going online. (Candidate B), in the second recording, how does the woman find out what s in the news? By watching TV, by reading a newspaper or by going online. Now listen again, and answer these questions. (Candidate B), in the first recording, [short pause] what news is the man most interested in? [short pause] And what does he never find out about? (Candidate A), in the second recording, what does the woman like most about the programme? [short pause] And what part of the programme doesn t she watch? [Play CD again: scripts as above. At the end of the recording ask each candidate in turn their three questions again. After each question, wait for the candidate's response.]

4 7 mins overall Phase 2b 3 minutes Now you re going to plan something together. I d like you to imagine that your teacher wants you to help to start a newsletter telling students what s happening in the college. [Hand out candidate booklet open at correct page.] First talk together about different places where the newsletter could appear and choose the one you think would be best. [Read out list while pointing at the first box.] Then plan and decide what to do about these things. [Read out list while pointing at the second box.] You have two minutes to talk about this, so don t worry if I interrupt you. [Withdraw eye contact to signal that candidates should start. If candidates do not start within 10 seconds, ask: Would you like to start now?] Place for newsletter? college website college magazine photocopy for each student Plan and decide what information should go in the newsletter who should write the newsletter how often to produce the newsletter [Retrieve candidate booklets.]

5 4 minutes Phase 2b Now you're going to talk together about ways of finding out what s in the news. Talk to each other about the different ways of getting the news and say which you prefer. [Repeat if necessary. Withdraw eye contact to signal start of activity. If necessary, prompt candidates with questions from the box below (e.g. if candidates 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? ] News prompt questions How do you usually find out about the news? What news are you most interested in politics, sport or news about your area. (Why?) Should newspapers and TV give us more happy stories? (Why?/Why not?) Do you think that there s too much news about the private lives of famous people? (Why?/Why not?) Do you think people will continue to read newspapers in the future? (Why?/Why not?) That is the end of the test. Key to Phase 2a How do the people find out what s in the news? Text 1: by reading a newspaper Text 2: by watching TV Candidate B: What news is the man most interested in? What does he never find out about? Candidate A: What does the woman like most about the programme? What part of the programme doesn t she watch? (t(the) sports results/news about his football team* (the) business news (there s) (a lot of) international news Tomorrow s Papers / what s in the (news)papers the next day *accept paraphrase

6 Entry 3, Phase 2a, Sample Test E How do the people find out what s in the news? by watching TV by reading a newspaper by going online

7 Entry 3, Phase 2b, Sample Test E Place for newsletter? college website college magazine photocopy for each student Plan and decide what information should go in the newsletter who should write the newsletter how often to produce the newsletter

8 BLANK PAGE