LRN Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 3) Core Curriculum Reference Material & Mark Scheme (Sample paper)

LRN Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 3) Core Curriculum Reference Material & Mark Scheme (Sample paper)

Notes to examiner The following assessment is a strict rubric that cannot be changed. Sentences or vocabulary items must not be reformulated while attempting to communicate activities and concepts to candidates. Structures and vocabulary used have been carefully written at the pitch of Entry 3 and correlated to the ESOL Core Curriculum at Entry 3. s who are above the level of Entry 3 will respond beyond the guidelines written in the Mark Sheet and Rationale for Examiners section in The Core Curriculum Reference Material & Mark Scheme document. Examiners are advised to stay within the rubric and facilitate neighbouring candidates who may be performing below the level of their paired candidate. s who are at the level of Entry 3 will respond accordingly within the rubric. s who are below the level of Entry 3 will request clarification from the examiner in order to understand the activities required of them. Examiners, in this instance are advised to stick to the rubric and assess ability in line with the Mark Sheet and Rationale for Examiners section in The Core Curriculum Reference Material & Mark Scheme document.

Section 1 Introduction and warm up Purpose: To assess candidates ability to (i) give and ask for personal and factual information and (ii) listen and respond to requests for information. Section 2 all items give a short description and make comparisons, express views and opinions, listen to main points and details and identify views, relate to another person. Item 1 Specific grammatical forms that these performance descriptors and prompt questions facilitate are: Simple, Compound and Complex Sentences Variations in word order There has/have been Complex sentences with subordinate clauses of time, reason, result, condition or concession Defining relative clauses using who, which, that A wide range of wh-questions Simple embedded questions e.g. Can you tell me? Statements with question tags using Entry 3 tenses Noun phrases Simple noun phrases Definite and indefinite articles Verb forms and time markers in statements, Present perfect with: since/for; ever/never; yet/already interrogatives, Used to for regular actions in the past negatives and short Past simple forms Common phrasal verbs and position of object pronouns Adjectives Comparative and superlative adjectives Comparatives structures e.g. as as Adverbs and prepositional phrases Wider range of prepositions and prepositional phrases A range of intensifiers, including too, enough Discourse Markers to indicate addition, sequence, contrast Markers to structure spoken discourse Purpose: The purpose of this section is to assess candidates ability to (I) take part in a social interaction; (ii) give an explanation; (iii) make suggestions and give advice;

(iv) express a point of view and agree or disagree. This item also assesses candidates ability to: make requests; ask questions to obtain information; respond to requests for information; express statements of fact; express likes and dislikes; ask about people s feelings and opinion; understand the turn-taking process; listen for gist and detail in a face-to-face situation; listen for relevant and new information in a face-to-face situation; listen for detail in an explanation; clarify and confirm understanding through verbal and non-verbal means; recognise feelings expressed by another speaker; listen and respond to another point of view. Specific grammatical forms that these performance descriptors and prompt questions facilitate are: Simple, Compound and Variations in word order Complex Sentences Complex sentences with subordinate clauses of time, reason, result, condition or concession a range of verbs + -ing form verbs + infinitive, with and without to infinitive to express purpose A wide range of wh-questions Simple embedded questions e.g. Can you tell me? Statements with question tags using Entry 3 tenses Noun phrases Simple noun phrases Definite and indefinite articles Verb forms and time markers in statements, Present simple, past simple; present perfect + time adverbials interrogatives, negatives Future verb forms and short forms Modals and forms with similar meanings e.g. would, should for advice; might, may or will probably for possibility and probability in the future Common phrasal verbs and position of object pronouns Adverbs and prepositional Wider range of prepositions and prepositional phrases phrases A range of adverbials to express possibility possibly, perhaps, definitely More complex adverbials phrases of time, place, frequency and manner Discourse Markers to structure spoken discourse Use of ellipsis in informal situations Use of vague language Mark scheme ading - Speaking tasks assess candidate performance on the scales of 1 = inadequate, 2 = adequate, 3

= more than adequate Pronunciation, grammatical accuracy, use of vocabulary, discourse management, overall achievement 1 fail 2 adequate pass 3 pass with merit Listening comprehension 0 fail 4 adequate pass 6 pass with merit Assessment ESOL CC ref Criteria Language features 1. Pronunciation Sc/E3.1a, b can make him/herself understood through articulating the sounds of English and uses the correct stress & intonation to make speech comprehensible to a sympathetic native speaker. 2. ammatical accuracy Sc/E3.3a-f, 3a-f, 4a Sd/E3.1 a- e Adequate performance can contain inaccuracies with some hesitancy that can occasionally impede communication and require a sympathetic ear. Inadequate performance contains inaccuracies with large gaps in flow and a large degree of hesitancy that is impeding and requires significant effort from the listener to understand in relation to the performance descriptors at E3 There is no mark allocation for more than adequate performance for this language feature can be understood in exchanges when asking for things or action & make requests, asking for factual information (present, past, future), asking for description of people, places and things, express statements of fact, giving personal information, giving a short account of something, giving directions sentence structure in relation to the correct tense in relation to the time regular transitive and intransitive verbs with frequency adverbs and phrases, simple past tense of regular and common irregular verbs with time markers such as ago, future time using: present continuous, modals and forms with similar meaning uses simple modal adverbs: possibly, probably, perhaps (see breakdown of Language competency in ESOL Entry 3 CC pages 70 72 for a more comprehensive overview of language features and communicative functions expected). s who achieve pass with merit (more than adequate performance) show confidence at their level with minimal hesitancy expected at E3 level, a wider range of structures that stretch beyond E3 language features and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain inaccuracies with some hesitancy that can occasionally impede communication and require a sympathetic ear. Inadequate performance contains inaccuracies with large gaps in speech and sentence flow that can impede communication and also require significant effort from the listener to understand at the

3. Use of vocabulary 4. Discourse management 5. Listening comprehension Sc/E3.3a-f, 3a-f, 4a Sd/E3.1 a- e Sc/E3.2a-f, 3a-f, 4a Sd/E3.1a-e Lr/E3.1a-c; Lr/E3.3a,b; Lr/E3.4a; Lr/E3.5a,b; Lr/E3.1a-c required level demonstrates an appropriate range of general and topic based vocabulary, common phrasal verbs, adjectives and adjective word order, adverbial phrases including time and place, frequency and manner ie. carefully, quickly (see breakdown of Language competency in ESOL Entry 3 CC pages 70-72 for a more comprehensive overview of language features expected for grammatical accuracy. s who achieve pass with merit (more than adequate performance) show confidence to communicate more freely with minimum hesitancy at the required level, a wider range of structures that stretch beyond E3 language features and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain some hesitancy and inaccuracies that can occasionally impede communication and require a sympathetic ear. Inadequate performance contains inaccuracies with large gaps in speech and sentence flow and inaccuracies impede communication and require significant effort from the listener to understand. The candidate uses cohesive devices that stretch language at the required level this includes using more complex sentences with related vocabulary and noun phrases, sentence connectives and sequencing devices such as after that, first, finally. s who achieve pass with merit (more than adequate performance) show confidence to communicate more freely with minimum hesitancy at the required level and ambition to produce a wider range of structures, vocabulary and connectives that stretch beyond E3 language features. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. s performing within adequate performance bracket may use simple structures with related vocabulary, use connectives but not all of the time and with some hesitancy. Sentences will sometimes contain inaccuracies that are below the capability of E3. s performing within inadequate performance bracket do not construct sentences but rather nouns and verbs that do not connect to make a sentence, large gaps in speech pitched below the required level are also present. Speech patterns contain structural and vocabulary related inaccuracies that may be impeding and do not communicate ideas adequately for E3. can recognise the context & predict general meaning, listen for gist and respond, in face-to-face situations, listen to and identify simply expressed feelings and opinions, follow a simple discussion on a familiar topic. See pages 70 72 in the E3 Core Curriculum for further breakdown.

Interactive Communication 6. Overall achievement Gist Lr/E3.2a-e; Lr/E3.a, Detail Sd/E3.1a-g Lr/E3.3a, b Lr/E3.4; Lr/E3.1a-c; Lr/E3.3a,b; Lr/E3.4a; Lr/E3.5a,b; Lr/E3.2a-e; Sd/E3.1a-g Sc/E3.1a, b Sc/E3.3a-f, 4a Sd/E3.1 a- e can listen to, follow and respond to explanations, directions and instructions, extract the main points of an explanation in a face-to-face situation, and respond, listen to phonological detail, listen to and identify simply expressed feelings and opinions. See pages 70 72 in the E3 Core Curriculum for further breakdown. Take part in social interaction through performing effectively in both informal and formal situations; expressing likes and dislikes, feelings, wishes and hopes; expressing views and opinions; relating to other speakers; demonstrating capability of listening skills through listening for gist and responding in face-to-face situations; following short explanations and instructions; listening and responding to requests for action/ permission; listening to and identify expressed feelings and opinions; taking part in social interaction and taking part in more formal interaction This feature relates to the candidates overall effectiveness in meeting all aspects of the performance criteria as one feature. s who demonstrate more than adequate performance show confidence at their level with minimum hesitancy, a wider range of structures that stretch beyond the target language and ambition to produce more complex structures, beyond E3 level. The candidate may make mistakes when attempting this but will not be penalised as it lies beyond E3 structure. Adequate performance can contain inaccuracies that can occasionally impede communication with some hesitancy and require a slightly sympathetic ear. Inadequate performance contains inaccuracies that do not evidence ability at the required level. There are also gaps in flow of speech.

Mark Sheet (reference copy) Exam ESOL Skills for Life Exam Date Level Entry 3 Centre Examiner Examiner Name (Provisional Marks only) Name ID Checked Pron ade Name ID Checked Pron ade Name ID Checked Pron ade Name ID Checked Pron ade Name ID Checked Pron ade Name ID Checked Pron ade Borderline pass & every fail case please complete extra feedback sheets enclosed (as is included in mark scheme / sheet) Pron - Pronunciation, -ammar, - abulary, -Discourse Management, -Overall Achievement, - Listening Comprehension (Mark breakdown per component 1 = fail, 0 for = fail) 0 11 = (F)fail 12-17 = (P)pass 18-21 = (M)merit