ESOL for Work Syllabus

Trinity Certificatesin ESOL for Work

Entry 3 & Level 1Syllabus

Trinity College London89 Albert EmbankmentLondon SE1 7TP UK

T +44 (0)20 7820 6100F +44 (0)20 7820 6161 E [email protected]

Patron HRH The Duke of Kent KG

Copyright © 2007 Trinity College LondonPublished by Trinity College LondonFirst impression, August 2007

General introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Trinity Entry 3 Certificate in ESOL for Work syllabus . . . . . . . . . . . . . . . . . .7

Unit 1 — Speaking & Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Examples of possible exchanges between examiner and candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Table showing task coverage of Speaking & Listening descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 2 — Reading & Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

4. Marking and assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Sample Unit 2 Reading & Writing paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Table showing task coverage of Reading descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Table showing task coverage of Writing descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Trinity Level 1 Certificate in ESOL for Work syllabus . . . . . . . . . . . . . . . . . . .27

Unit 1 — Speaking & Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Examples of possible exchanges between examiner and candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Table showing task coverage of Speaking & Listening descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

Unit 2 — Reading & Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

4. Marking and assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Sample Unit 2 Reading & Writing paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Table showing task coverage of Reading descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Table showing task coverage of Writing descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

2

Contents

Assessment system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

AppendicesAppendix 1 — Trinity Entry 3 Certificate in ESOL for Work

Personal Work and Study Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Appendix 2 — Completed example of Trinity Entry 3 Certificate in ESOL for Work Personal Work and Study Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Appendix 3 — Trinity Level 1 Certificate in ESOL for Work Skills and Abilities Profile . . . . . . . . . . . . .60

Appendix 4 — Completed example of Trinity Level 1 Certificate in ESOL for Work Skills and Abilities Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Appendix 5 — Entry 2 Key language items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Appendix 6 — Entry 2 Communicative functions and notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Appendix 7 — Entry 3 Key language items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Appendix 8 — Entry 3 Communicative functions and notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

Appendix 9 — Level 1 Key language items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

Appendix 10 — Level 1 Communicative functions and notions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

3

Contents

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General introduction

General introductionThe Trinity Certificates in ESOL for Work focus on the language skills and contexts which are oftenencountered in the workplace. The qualifications are for learners from the age of 16 upwards and arespecifically designed to address the needs of those in work or seeking work.

All Trinity Certificates in ESOL for Work are 100% externally assessed. This decision regarding theassessment of candidate performance has been guided by the desire to provide a fully quality-assuredand professionally administered assessment package to course providers and learners.

Exam structure and levels of assessmentTrinity Certificates in ESOL for Work are funded and QCA accredited at Entry 3 and Level 1. Eachqualification consists of two units. Unit 1 is a one-to-one Speaking & Listening examination, while Unit 2combines the skills of Reading & Writing in one written paper.

The table below shows the duration and number of tasks for each unit at each level.

ESOL for Work qualifications recognise that learners may have Speaking, Listening and Reading skillswhich are more advanced than their Writing abilities. At Entry 3, Writing is assessed at Entry 2 and forLevel 1, Writing is assessed at Entry 3. However, overall Entry 3 and Level 1 Certificates are still awardedto candidates.

Qualification awarded on completion ofboth units

Units within Trinity ESOL for Workqualifications

Trinity Entry 3 Certificate in ESOL for Work

Qualification number: 500/2116/3

Unit 1 — Speaking & Listening

Interview — 9 minutes

3 tasks

Unit 2 — Reading & Writing

Examination paper — 60 minutes

Part A: Entry 3 Reading

2 tasks

Part B: Entry 2 Writing

1 task

Trinity Level 1 Certificate in ESOL for Work

Qualification number: 500/2115/1


Interview — 10 minutes

3 tasks


Examination paper — 75 minutes

Part A: Level 1 Reading

2 tasks

Part B: Entry 3 Writing

1 task

5

Reporting and banking of resultsThe Trinity Certificates in ESOL for Work have been designed to encourage candidate progression. Thismeans that candidates can take a unit of a qualification and bank the result until they are ready to takethe next unit. On successful completion of both units a qualification will be awarded.


Individual marksheets will be completed by the examiner immediately after the candidate has left theexamination room. The marks awarded are transferred to a Composite marksheet by the examiner at theend of the examination day or session. All marksheets are returned to Trinity’s Head Office and resultsare entered onto Trinity Online. No results of any kind will be communicated to the centre by theexaminer at the end of the examination session.


Candidates sit the examination at their own place of learning. The papers are sent out by Trinity’s HeadOffice and centres administer the test under secure test conditions. Test papers are returned to Trinityand are marked at Trinity’s Head Office.

Result slips, giving details of the marks achieved in Unit 1 and Unit 2, are issued for each examinationtaken. All candidates, irrespective of whether they have passed the unit or not, are notified of theirresults in this way. The result slips, and the certificates where appropriate, are posted to the CentreRepresentative after the necessary quality assurance checks have been carried out. This may include themoderation of results if anomalies are brought to light during these checks.

A certificate for the qualification is only issued on successful completion of both Unit 1 and Unit 2.

Guided learning hoursEach Trinity Certificate in ESOL for Work requires up to 150 guided learning hours. In learning a languagethe rate of progress varies considerably from person to person and depends on many factors including anindividual’s language background and experience of formal education. It is also affected by whetherteaching and learning takes place in concentrated blocks or is spread more thinly over time.

About this syllabusThis syllabus is designed to provide details of all aspects of the ESOL for Work examinations. It is aworking document which can be widely used in the classroom. As such it is a very important documentfor both teachers and learners. Guidance is provided which is designed to assist teachers in preparingcandidates for the examination and describes how it will be conducted unit by unit. It also providescandidates and those preparing candidates with comprehensive coverage of the language requirementsfor each level and details of how each task relates to the Adult ESOL Core Curriculum descriptors andindividual component skills, knowledge and understanding.

The syllabus is organised by level as follows:

Candidate profile — describes what the candidate is expected to be able to do at the level and detailsaspects of performance the candidate should demonstrate for each task at each level. These profiles aretaken from the Adult ESOL Core Curriculum.

Format — outlines the content of the examination and gives details of examination phases and timingswhere applicable.

Procedure — describes the way in which the examination is conducted.

Assessment — gives general information on assessment and provides the Task-specific mark schemeswhich will be used by the examiner to assess the candidate.

Guidance — offers advice on preparation for the examination including sample tasks, key language itemsand communicative functions for this level, and gives actual examples of the kind of language whichmight be used by the candidate and the examiner.

Thank you for your interest in Trinity examinations and we wish all those who enter them a positive andrewarding experience and, of course, every success.

Generalintroduction

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Entry 3 syllabus

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Entry 3 Speaking & Listening



1. Candidate profileIn order to demonstrate ability at this level, candidates will be expected to:

• speak to communicate information on personal, study or work-related topics, using appropriate formality

• listen and respond appropriately to spoken language, centred on another person’s work-related experience and follow straightforward narratives and explanations

• ask questions to obtain personal and work-related information.

2. FormatThe examination consists of a 9-minute one-to-one interview with a Trinity examiner. There are three tasks:

• an exchange of information regarding jobs, training or study using a candidate-prepared profile

• a narration of an event which occurred while working or studying

• a role play giving information in a work- or study-related situation.

3. Procedure The descriptions below explain how the Speaking & Listening examination is conducted task by task.

Task 1 — up to four minutes

The examiner and candidate exchange greetings and introduce themselves. In preparation for theexamination, the candidate must complete the Personal Work and Study Profile (see Appendices 1 and 2)and give this to the examiner. The profile will form the basis for questions about work experience, pastand present, as well as the candidate’s future aspirations. The examiner will ask the candidate tocompare two jobs, courses or qualifications that he or she has completed or is interested in.

The candidate then has to find out some information from the examiner about their present job or a jobthey have done in the past. The examiner responds quite briefly but on one topic produces an extendedturn. The candidate is expected to comment on the content of the examiner’s responses.

The examiner brings the interaction to a close and introduces the second task.

N.B. The Personal Work and Study Profile can be written up by a person other than the candidate aswritten skills in English are not being assessed in this part of the examination. However, the content ofthe form should have originated from the candidate.

A candidate who fails to present a Personal Work and Study Profile cannot be assessed for this task. Task 1will be voided and this will result in a fail being awarded for Unit 1.

Task 2 — up to two minutes

The examiner asks the candidate to relate a story of something which happened to him or her whileworking, studying or applying for a job or course of study.

The examiner, for most of the account, listens and gives non-verbal encouragement. The main emphasisfor assessment purposes is on the candidate’s ability to narrate past events and express statements offact. The examiner should not interrupt but may need to offer support at times if the candidate is unableto sustain the narrative.

The examiner thanks the candidate and introduces the third task.

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Task 3 — up to three minutes

The examiner selects a role play and reads out the situation to the candidate. The candidate is asked toprovide information in a formal work/study situation such as seeking a job at an employment agency,attending a job interview or discussing changes at work with a manager. Both the examiner and thecandidate are responsible for maintaining the interaction which may require the candidate to ask forclarification. The candidate is offered support by the examiner if necessary.

4. AssessmentExaminers make their assessments with reference to the Generic performance descriptors as outlined inthe Assessment system section of this syllabus, in combination with the Task-specific mark schemeprovided on page 10. This details the actual performance and competence required for each particularSpeaking & Listening task at Entry 3. The performance and competences are set out as in the AdultESOL Core Curriculum either as general level descriptors or individual component skills, knowledge andunderstanding, depending on relevance to the actual task.



10

Task 1 — Exchange of information regarding jobs, training or study

1. Speak to communicate Speak clearly to be heard and understood using appropriate speed, clarity and phrasing

Make requests and ask questions to obtain information in the context of work, trainingor study

Express clearly statements of fact and give short comparative descriptions

2. Listen and respond Use strategies to clarify and confirm understanding

Respond to a range of questions about the personal profile

Listen to and respond appropriately to other points of view

Word order in complex sentences with one subordinate clause

There has/have been

A wide range of wh– questions

Defining relative clauses

Markers to indicate contrast

Comparative and superlative adjectives and comparative structures

1. Speak to communicate Speak clearly to be heard and understood

Express clearly statements of fact and short accounts

Narrate events in the past

2. Accuracy, range and appropriacy of the key language items

N.B. (see above)

Word order in complex sentences

Range of verbs plus –ing

Verbs plus infinitive, past continuous, simple past tense of regular and commonirregular verbs with time markers

Clauses joined with and/but/or

Markers to structure spoken discourse

Markers to indicate addition and sequence

1. Speak to communicate Speak clearly to be understood using appropriate speed, clarity and phrasing

Use formal language and register

Make requests and ask questions to obtain information in an unfamiliar context

Express clearly statements of fact


N.B. (see above)

Word order in complex sentences with one subordinate clause

Infinitive of purpose

Wh– questions

Present perfect with time phrases

Wide range of adverbials

Range of tenses describing past, present and future events

2. Listen and respond Use strategies to clarify and confirm understanding

Task 3 — Role play — Giving information in a formal work- or study-related context

Task 2 — Narration of simple story related to work, training or study


N.B. When assessing a candidate’sperformance in this criterion,examiners are required to come toa judgement on the balance ofcompetence in the items listedusing the Generic performancedescriptors for guidance.

Unit 1 — Speaking & Listening: Task-specific mark scheme

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5. GuidanceIn order to ensure that candidates are fully prepared to take the examination, those responsible forteaching and preparing learners should ensure that they are fully conversant with the requirements ofthe examination in terms of task requirements, relevant skills and knowledge and the language of thelevel. Details of these are set out in this section and in the subsequent table.


The aim of this task is to replicate as closely as possible, within the constraints of the candidate’slanguage competence, an authentic conversation that might occur between two people who, on a firstmeeting, discuss their work and occupations. Before the examination, candidates must complete aPersonal Work and Study Profile (see Appendices 1 and 2) and bring it to the examination. Theinformation the candidate provides will form the basis for an initial discussion about study and work. Theexaminer will ask the candidate to compare two jobs, courses or qualifications that he or she hascompleted or is interested in. Candidates are advised to anticipate the questions the examiner might askand the comparisons they will be asked to make. They should be prepared to give examples, explanationsand clarifications as requested by the examiner.

This task is not intended to be a question/answer interrogation but an exchange and, as such, involvesthe candidate responding naturally to the examiner and asking the examiner questions. This might takethe form of verbal and non-verbal signals to show that he or she is listening with understanding. Normalpatterns of turn-taking come into play and candidates need to be familiar with these, including suchstrategies as pausing, use of intonation and pitch, body language and so on.

In particular, candidates should be able to:

• exchange greetings

• introduce themselves

• give personal information and explanations

• make requests

• ask questions about another person’s work

• make comparisons.

This is also an opportunity for candidates to demonstrate command of the relevant language of the level,which here includes:

• comparative and superlative adjectives

• comparative structures

• wh– questions.

Task 2 — Narration of simple story relating to work, training or study

This task provides the candidate with the opportunity to initiate and maintain a long turn. Before theexamination, the candidate needs to prepare to narrate a story, related to their own work or studyexperience, for no more than two minutes. Timing is important and the candidate needs to consider howmuch material is required for a story of this length and not to over- or under-prepare. It should, however,be as spontaneous a delivery as possible and not a recital. The candidate may bring brief notes, of keywords, into the examination room but he or she should not produce a full written text. This is also anopportunity for the candidate to demonstrate command of the relevant language of the level.

In particular, candidates should be able to:

• use a variety of regular and common irregular verbs in the past simple and past continuous tenses

• structure the discourse with markers of sequence and addition.


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Task 3 — Role play — Giving information in a formal work or study-related context

The role play allows for the introduction of a scenario which gives rise to a different range of languageand functions. The candidate is expected to deal with slightly unfamiliar situations and the task istherefore part role play, part simulation. The candidate should practise similar activities and, as well asinitiating the questioning, also respond to the information received from the examiner.

The candidate is expected to:

• make requests and ask questions to obtain information

• give information in a formal context

• make comments and give feedback.

Examples of possible exchanges between examiner and candidateThe sample exchanges below show some ways in which examiners and candidates might expressthemselves during the different tasks. These are only examples, not models to be learned.

Task 1

Task 2

Examiner

Do you like working as a receptionist?

Yes, I enjoyed working in a hotel one summer when Iwas a student.

Which do you think has better facilities?

Good question … I liked both … for different reasons

Candidate

Yes, I do. The work is interesting and you meet a lotof different people.

Really? Which hotel did you work at?

I think Sandford College has better facilities than myold high school. It’s a bigger building which is newerand cleaner. Here you can use computers, go to thegym and spend your free time more effectively.

Which job did you like best, in the supermarket orthe factory?

Candidate

When I was working in the big warehouse on theWrekin industrial estate, I went to the rest area tohave my morning break. On the way back I passedthe washroom and I saw smoke coming out underthe door. I didn’t know what to do. I ran to fetch themanager but he wasn’t in his office. So I …


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Task 3

Sample A

Sample B

Examiner

You need to change your working hours as you haveyoung children to look after. I am the HumanResources Manager. Tell me about yourrequirements and find out what rights you have.

So, Mariam. Why have you asked to see me today?

Candidate

Hello. I’m here to discuss my current working hourswith you.

Examiner

Your ESOL course has almost finished and you needto find a job. I am the Careers Officer. Tell me aboutyour skills and find out about local vacancies.

Good morning. How can I help you today?

Candidate

Good morning. My ESOL course finishes next monthand I really need to start applying for jobs.


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Speaking & Listening tableThe following table describes what the candidate is expected to do for Entry 3. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.

Knowledge and understandingBasic skills standardsdescriptor

Component skills

Task 1 — Conversation with examiner in which information is exchanged regarding jobs, training or study

Indicative languageand/or behaviour

— recognise unstressed vowels and be able to produce the schwa sound

— show awareness of where stress falls in multi-syllable words, and place stress appropriately

— be aware of the role of intonation in indicating feeling and attitude and inhelping to make meaning clear

— be aware of the need to pause between sense groups

— distinguish between phonemes to avoid ambiguity

Sc/E3.1Speak clearly to beheard and understoodusing appropriateclarity, speed andphrasing

1a use stress, intonation and pronunciation to be understood and make meaning clear

1b articulate the sounds of English to make meaning clear

instructor, than

comparison, actually

worker, walker

— use a range of modal verbs and other forms, suitable for asking for something

— use a range of question words

— form both open and closed questionsin a range of tenses, e.g. present perfect, present continuous, with appropriate intonation

— form alternative questions, including comparative questions, with awareness of the tendency for intonation to rise on the first alternative and fall on the second

— be able to request descriptions through direct questioning and moreopen ways of asking

Sc/E3.3Make requests and askquestions to obtaininformation in familiarand unfamiliar contexts

3a make requests

3b ask questions to obtain personal or factual information

3d ask for descriptions of people, places and things

Could you tell me …?

Have you been there?

What are they doing there?

Did you prefer your firstjob or your last one?

— be able to form simple compound and complex sentences with appropriate word order

— use with some accuracy suitable verb forms (particularly contracted forms) to make clear the time together with appropriate time markers

— use with some accuracy other grammatical forms suitable for the level

— know that intonation normally falls on a statement

Sc/E3.4Express clearlystatements of fact andgive shortexplanations, accountsand descriptions

4a express clearly statements of fact

The material that theyused wasn’t strong enough.


— recognise direct and indirect requestsfor personal information, and understand the type and amount of detail required

— be able to give specific information about time and place using prepositional phrases and subordinateclauses

— be able to respond to a question and follow up the response with further relevant information or comment or with a reciprocal question

— be able to use a number of adjectives, together with the comparative andsuperlative form

— be able to express similarity and contrast through the use of markers such as but, however and comparative structures e.g. as … as

Sc/E3.4 (continued) 4b give personal information

4f give a short description and make comparisons

There are people livingthere now who can’t get a job.

I thought she was verygood. Didn’t you?

They are the biggestemployers in the area.

It’s not as difficult as Ithought.

— use strategies to interrupt at appropriate points to ask for clarification

— know non-linguistic ways of confirmingunderstanding

Lr/E3.4Use strategies toclarify and confirmunderstanding

4a clarify and confirmunderstanding through verbal and non-verbal means

Sorry, can I ask …?

Nods, smiles

— recognise a number of question typesand understand the type and amountof detail required

Lr/E3.5Respond to a range ofquestions aboutfamiliar topics

5b respond to requests for information

— be able to pick out the main points made by another speaker and recognise his or her opinion

Lr/E3.6Listen to and respondappropriately to otherpoints of view

6b listen to and respond appropriately to other points of view


Component skills

Task 1 (continued)


— use with some accuracy suitable verbforms (particularly contracted forms) to make clear the time together with appropriate time markers

— use a range of verb forms suitable forthe level, particularly those which referto past time, together with appropriatetime markers

— show understanding of the way a narrative is normally structured, withintroduction, development and conclusion, and be able to indicate sequence of events

Sc/E3.4Express clearlystatements of fact andgive shortexplanations, accountsand descriptions


4c narrate events inthe past

I’ve been working therenow for almost a year.

When I was young, still atschool, I used to work inmy uncle’s shop at theweekends. It was a smallshop which soldnewspapers, cigarettes,sweets and somegroceries. One day while Iwas serving, a verystrange man came in theshop. He looked …

Task 2 — Narration of an event which occurred while working or studying

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16

— be able to select appropriate words tocarry stress and be able to utter the sentence, making the stress clear

— distinguish between phonemes to avoid ambiguity

Sc/E3.1Speak clearly tobe heard andunderstood usingappropriate clarity,speed and phrasing

1a use stress, intonation and pronunciation to beunderstood and makemeaning clear

1b articulate the sounds of English to make meaning clear

But do you agree?

price, prize

— understand the way register can vary according to formality, speaker relationship or type of request

— understand that it is often importantfor a pre-request to precede a request

Sc/E3.3Make requests andask questions toobtain information infamiliar and unfamiliarcontexts

3a make requests Would you mind …?

I’m sorry, but could you say that again …?

Sc/E3.4Express clearlystatements of factand give shortaccounts,explanations anddescriptions


4b give personal information

— know some of the linguistic devicesthat speakers can use to drawattention to their main point

— ask for clarification where necessaryand confirm understanding

Lr/E3.3Listen for and identifyrelevant informationand new information

3b listen for relevant and new information in face-to-face situations

The main thing is …Basically …

May I just check …?

— be aware of the need to adapt registeraccording to formality and use appropriate forms of address when greeting and leave-taking

— be aware of the need to adapt registeraccording to speaker relationship

— be aware of the need to adapt registerto the seriousness of the situation

Sc/E3.2Use formal languageand register whenappropriate

2a use formal languageand register when appropriate

Good morning, sir.

I’m sorry, but I have to go now.

I really can’t understandhow that happened.

— be aware of the need to summarise key points in certain circumstances in order to confirm understanding

Lr/E3.4Use strategies toclarify and confirmunderstanding

4a clarify and confirm understanding through verbal and non-verbal means

Right, so you said …


Component skills Indicative languageand/or behaviour

Task 3 — Role play — Giving information in a formal work- or study-related situation


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Unit 2 — Reading & WritingTrinity Certificates in ESOL for Work combine assessment of reading and writing into one written paperwhich has two sections — Part A: Reading and Part B: Writing.

The Reading and Writing sections are not timed separately so candidates can choose, within the overalltime limit of the exam, how much time they spend on each section. For ESOL for Work qualifications,written competence is assessed at a level below the stated level of the overall qualification. This meansthat at Entry 3, Writing is assessed at Entry 2. (At Level 1, Writing is assessed at Entry 3.)

Candidates must pass both Part A and Part B of the written paper in order to achieve Unit 2. The wholeof Unit 2 will have to be re-attempted at a later date even if a candidate passes one of the sections. PartA and Part B cannot be individually banked, only the complete unit.


• read and understand short, straightforward texts on work- or study-related topics accurately and independently

• read and obtain information from everyday sources in a study or workplace environment

• write to communicate information and suggestions with some adaptation to the intended audience.

2. FormatThe Reading & Writing examination takes the form of one written paper lasting 60 minutes. The examination consists of two Reading tasks and one Writing task. All tasks must be completed.

Part A: Reading

This contains 15 test items:Task 1 — 10 questionsTask 2 — 5 questions

The reading passages will be such text types as:

• work-related texts on topics such as

— health and safety

— conditions at work

— customer care

• instructions, plans, diagrams

• short reports

• forms

• job advertisements.

The item types may be any of the following:

• multiple choice (one correct answer and two distractors)

• sentence completion

• ranking exercise

• matching exercise

• table completion.

Entry 3 Reading & Writing

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Part B: Writing

This consists of one task based on the topic introduced in the Reading section. The task consists ofwriting a description of a person, place or event.

Text type: account, narrative, formReader(s): manager/supervisor, teacher, job interviewer, employerRegister: semi-formalTone/Style: neutral, structuredPurpose: to inform, explain and record factsWord length: approximately 120 words

3. ProcedureCandidates must write their answers on the examination paper itself in the space(s) indicated.

Candidates sit the examination at their own place of learning. The papers are sent out by Trinity’s HeadOffice and centres administer the test under secure test conditions, according to the guidelines issued byTrinity, and using one or more invigilators to monitor the session.

4. Marking and Assessment All examination papers are returned to Trinity to be marked. In the Reading section, each item isawarded one mark. The maximum possible number of marks is 15. The pass mark is 10.

In the Writing section assessments are made with reference to the Generic performance descriptors asoutlined in the Assessment system section of this syllabus, in combination with the Task-specific markscheme provided below. This details the actual performance and competence required for the Writing taskat Entry 2. The maximum possible number of marks for the Writing section is 15 with a pass mark of 10.


1. Text focus: writingcomposition

Include and communicate relevant information about a place or person

Compose a text, using an appropriate format and register for the readership

2. Sentence focus: grammar and punctuation

N.B. When assessing acandidate’s performance in thiscriterion, examiners arerequired to come to ajudgement on the balance ofcompetence in the items listedusing the Generic performancedescriptors for guidance.

Compose simple and compound sentences by using conjunctions such as and, but, so

Use present simple and present continuous tenses, personal pronouns, definite andindefinite articles, common prepositions and simple adverbs of place, manner and time

Use past simple tense and adverbial time references appropriately to signify past time

Use common adjectives to describe people and places

Use basic punctuation correctly, e.g. capital letters, full stops, commas in a list

Use intensifiers such as really, quite, so

Spell correctly common words and relevant key words for work and special interest

Write legibly

Write a description of a person, place or event

3. Word focus: spellingand handwriting

Unit 2 — Writing: Task-specific mark scheme

5. Guidance Reading: In order to prepare candidates for the Reading section, teachers are directed to the relevantsection of the Adult ESOL Core Curriculum, pages 218–231.

Writing: In order to prepare candidates for the Writing section, teachers are directed to the relevant sectionof the Adult ESOL Core Curriculum, pages 156–165.

Task 1

Read the following text and answer the questions below.

What is First Aid?People at work can become ill or be injured at any time. It is important that they receivehelp quickly and safely. You should try to make sure that First Aid always happens in theworkplace. It can prevent small injuries becoming serious ones and even save lives.

What should I do?If one of your employees has an accident, is injured or becomes ill, he or she needs toreceive adequate First Aid as quickly and safely as possible. Under Health and Safetyregulations you must provide the equipment, facilities and personnel needed to makesure that this happens.

What do I need?Different workplaces have different needs but the minimum requirement is as follows:

• a First Aid box containing:

– 24 plasters in mixed sizes

– 4 individual bandages

– 6 safety pins

– 1 pair of disposable rubber gloves

• access to the First Aid box at all times

• a person to organise First Aid arrangements

• a team of employees trained in First Aid.

One trained First Aider should always be on duty while the workplace is open.

Remember – accidents can happen at any time!

Issued by the Department for Work and Pensions

Sample of Unit 2 Reading & Writing paper

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Questions

1. What is the best title for this text? (Please circle the letter of the correct answer)

A How to keep safe at home and at work

B First Aid at work

C When minor injuries become major

2. This text is about (Please circle the letter of the correct answer)

A pay and conditions

B equal opportunities

C health and safety

(Source: www.healthandsafetyexecutive.gov.org)


Part A — Reading

(?)

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3. This advice is meant for (Please circle the letter of the correct answer)

A First Aid trainees

B the employees

C the employer

4. Why is receiving the correct First Aid important?

5. ‘… he or she needs to receive adequate First Aid as quickly and safely as possible.’ Another way of saying ‘adequate’ could be (Please circle the letter of the correct answer)

A too much

B enough

C not enough

6. First Aid boxes do not always contain the same things because (Please circle the letter of the correct answer)

A employers don’t have to have them

B different workplaces need different things

C some medicines are not available

7. The contents of the First Aid box (Please circle the letter of the correct answer)

A must be available all the time

B must be kept in a locked box

C are available only to the manager

8. Which of the following are employers not expected to do? (Please circle the letter of the correct answer)

A have a team of employees trained in First Aid

B choose a person to make First Aid arrangements

C work at all times in case of accidents

9. Who produced this text?

10. Which word in the list is not connected with First Aid? (Please circle the letter of the correct answer)


health bandages injuries open accident

Task 2


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Questions

11. This notice tells you (Please circle the letter of the correct answer)

A where to go if there is a fire

B how to phone for the Fire Brigade

C how to extinguish a fire

12. When you dial ‘999’ you will first speak to (Please circle the letter of the correct answer)

A the Fire Brigade

B the supermarket

C the emergency services operator

13. When the Fire Brigade replies, you should (Please circle the letter of the correct answer)

A tell them how the fire started

B ask them to come quickly

C tell them where the fire is


Part A — Reading

1. Lift receiver and dial ‘999’ for emergency services

2. Give operator your telephone number and ask for FIRE

3. When the Fire Brigade replies speak clearly

FIRE AT:

DO NOT REPLACE RECEIVER UNTIL ADDRESS HAS BEEN REPEATED BY FIRE BRIGADE

CALL FIRE BRIGADE IMMEDIATELY TO EVERY FIRE OR SUSPICION OF FIRE

H. T. SupermarketLUDLOW BYPASSSY6 7LY

Fire action!

14. Until the address has been repeated by the Fire Brigade you should (Please circle the letter of the correct answer)

A stay on the line

B hang up the telephone

C leave the building quickly

15. According to the text, which is the correct order? (Please circle the letter of the correct answer)

A Lift receiver State the address clearly Ask for FIRE

B Lift receiver Ask for FIRE State the address clearly

C Ask for FIRE State the address clearly Lift receiver

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23

You had an accident at work last week. Complete the form below for your manager.(About 120 words)

Greenheys Accident Book

Name:

Job title:

Date and time of accident:

Write about:a) where and how the accident happenedb) the injuries and First Aid that you received


Part B — Writing

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Reading tableThe following table describes what the candidate is expected to do for Entry 3. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.

Rt/E3.1Trace and understand themain events ofchronological, continuousdescriptive andexplanatory texts of morethan one paragraph

1a understand and identify how meaning is built up in chronological and explanatory texts of more than one paragraph

— use a range of strategies to understand how meaning isbuilt up in paragraphed text

— recognise the common structure of paragraphs and how paragraphs link together to develop meaning

— recognise the significance of organisational structureand the different uses of paragraphs to build up meaning in texts

Knowledge and understandingComponent skills

Task 1 — Explanatory or chronological text

Basic skills standardsdescriptor

Rt/E3.4Identify the main pointsand ideas, and predictwords from context

4a extract the main points and ideas, and predict words from context

— understand that some parts of texts may be more important to overall meaning than others

— develop awareness of topic sentences

Rt/E3.7Scan texts to locateinformation

7a scan different parts of texts to locate information

— understand that it is not always necessary to read every word to understand a text

Rt/E3.8Obtain specific informationthrough detailed reading

8a read every word to obtain specific information

— understand when it is necessary to read every word tounderstand a text

— judge when detailed reading is necessary and when skimming or scanning is more appropriate and obtain appropriate information by reading in detail

Rw/E3.1Recognise and understandrelevant specialist key words

1a recognise and understand relevant specialist key words

— show awareness of the concept of key words

Task 2 — Informational text, e.g. notices, signs, instructions etc.

Rt/E3.2Recognise the differentpurposes of texts at this level

2a understand and distinguishthe different purposes of texts at this level

Rt/E3.5Understand and useorganisational features tolocate information

5a locate organisational features, such as contents, index, menus, and understand their purpose

— understand that organisational features occur in different places in a text and that this helps to predict meaning and to locate information

— understand the purpose of different organisational features

Rt/E3.6Skim read title, headingsand illustrations to decideif material is of interest

6a skim read key textual features for different purposes

— understand that we skim read for different purposes and that not all texts need to be read in detail

— develop awareness of which textual features give cluesto meaning

Rt/E3.7Scan texts to locateinformation

7a scan different parts of texts to locate information

— understand that it is not always necessary to read every word, or every word in a relevant section, to understand a text

— develop strategies for extracting information from various parts of text


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Task 2 (continued)


Rw/E3.1Recognise andunderstand relevantspecialist key words

1a recognise and understand relevant specialist key words

— show awareness of the concept of key words

— show knowledge of word families, shared roots andprefixes and suffixes to help read and understand some key specialist words

— understand that knowledge of prefixes and suffixescan be generalised to other vocabulary

Rw/E3.4Use first- and second-place letters to find andsequence words inalphabetical order

4a Use first- and second- place letters to find and sequence wordsin alphabetical order

— be aware of the importance of alphabetical order ofletters within a word

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Writing tableThe following table describes what the candidate is expected to do for Entry 2. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.

Wt/E2.1Use written words andphrases to record orpresent information

1a compose simple text, selecting appropriate format for the purpose

— understand the concepts of purpose and audience

— generate ideas for writing, deciding what to includeas appropriate to the purpose and audience


Component skills

Ws/E2.3Use punctuation correctly

3a use punctuation correctly

— understand that capital letters and full stops are boundary markers

— use commas correctly in a list

Ws/E2.4Use a capital letter forproper nouns

4a use a capital letter for proper nouns

— understand when capital letters are used, e.g. for days, months, names of people and places

Write a description of a person, place or event

2a produce legible text

Ws/E2.1Construct simple andcompound sentences usingcommon conjunctions toconnect two clauses

1a construct simple and compound sentences using common conjunctions to connect two clauses

— combine simple sentences to make compound sentences by using conjunctions such as and, but, or

— use appropriate word order in simple and compound sentences

— use simple tenses appropriately to signify past or present time and adverbial time references

1a spell correctly the majority of personal details and familiar common words

Ww/E2.1Spell correctly the majorityof personal details andfamiliar common words

Ww/E2.2Produce legible text

2a use adjectivesWs/E2.2Use adjectives

— understand how adjectives can be used to extend information, convey attitude and detail about a noun

— know and use some common adjectives to describepeople, places, feelings or objects

— understand word order of adjectives

— know and use the comparative form of adjectives

27


Level 1 syllabus




• speak to communicate information, opinions and preferences on personal and work-related topics, adapting speech and content to take account of the listener

• listen and respond appropriately to spoken language, including another person’s work related experience and observations, adapting response to speaker and context

• ask questions to obtain further information, to clarify any uncertainties and to sustain the conversation by showing support and interest.

2. FormatThe examination consists of a 10-minute one-to-one interview with a Trinity examiner. There are three tasks:

• an exchange of information regarding jobs, training or study using a candidate-prepared profile

• a presentation describing a work-related process

• a role play describing problems and suggesting solutions in a formal work- or study-related situation.

3. Procedure The descriptions below explain how the Speaking & Listening examination is conducted task by task.

Task 1 — up to four minutes

The examiner and candidate exchange greetings and introduce themselves. In preparation for theexamination, the candidate must complete the Skills and Abilities Profile (see Appendices 3 and 4) andgive this to the examiner. The profile will form the basis for questions about the candidate’s skills andabilities, work experience and their future aspirations. The candidate must be prepared to ask andanswer questions as well as handle interruptions or requests for clarification throughout the discussion.

At an appropriate point the examiner will produce an extended turn. The candidate should ask relevantquestions for additional information or clarification.

The examiner brings the interaction to a close and introduces the second task.

N.B. The Skills and Abilities Profile can be written up by a person other than the candidate as writtenskills in English are not being assessed in this part of the examination. However, the content of the formshould have originated from the candidate.

A candidate who fails to present a Skills and Abilities Profile cannot be assessed for this task. Task 1 will bevoided and this will result in a fail being awarded for Unit 1.


The examiner asks the candidate to give a two-minute prepared presentation describing a work-relatedprocess, either within the remit of a specific occupation or from the wider world of work. Before theexamination, the candidate should prepare a process to talk about. For most of the presentation theexaminer listens and gives verbal and non-verbal signs of encouragement. At the end of the presentationthe examiner will ask one or two questions for clarification. The main emphasis for assessment purposesis on the candidate’s ability to speak clearly and to express statements of fact, structured in a logicalsequence, and include detail where appropriate.

The examiner thanks the candidate and introduces the third task.

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Level 1 Speaking & Listening


The examiner selects a role play and reads out the situation to the candidate. The possible scenariosmay be familiar or unfamiliar to candidates and are likely to involve situations where the candidate needsto give feedback or a verbal report, or make a complaint and offer suggestions about future action. Thecandidate is responsible for contributing several extended turns when making their report or complaint,answering questions from the examiner, asking questions themselves and making suggestions for future action.

4. AssessmentExaminers make their assessments with reference to the Generic performance descriptors as outlined inthe Assessment system section of this syllabus, in combination with the Task-specific mark schemeprovided overleaf. This details the actual performance and competence required for each particularSpeaking & Listening task at Level 1. The performance and competences are set out as in the Adult ESOLCore Curriculum either as general level descriptors or individual component skills, knowledge andunderstanding, depending on relevance to the actual task.

29



N.B. When assessing a candidate’sperformance in this criterion,examiners are required to come to a judgement on the balance ofcompetence in the items listedusing the Generic performancedescriptors for guidance.

Unit 1 — Speaking & Listening: Task-specific mark scheme

30

1. Speak to communicate



N.B. (see above)

Task 3 — Role play — Describing problems and suggesting solutions in a formal work or study situation


2. Listen and respond

Speak clearly in a way which suits the situation

Make requests and ask questions to obtain information

Express clearly statements of fact in accounts of present and past events andfuture plans

Word order in sentences with more than one subordinate clause

Range of adverbial phrases of time

Range of embedded questions using if, whether

Reported speech with a range of tenses, present perfect simple and continuous,past perfect

Range of discourse markers of sequence and time

2. Listen and respond Listen for and identify relevant information

Listen to and understand narratives

Respond to questions about present, past and future events


Express clearly statements of fact, accounts and descriptions

Present information and ideas in a logical sequence, include detail and developideas where appropriate

Word order in sentences with more than one subordinate clause

Complex noun phrases

Range of conjunctions to express consequence and result

Defining and non-defining relative clauses

Participial clauses with –ing

Range of discourse markers of addition, cause and effect, sequence

Present and past simple passive

Range of adverbial phrases of time, manner, place, frequency


Make polite requests and ask questions to obtain information in a formal setting

Use strategies to clarify and confirm understanding, appropriate for formalinteractions

A range of embedded questions using if, whether

Statements in Level 1 tenses with question tags

Would like + object + infinitive

Comparisons using fewer and less


N.B. (see above)



Task 2 — Presentation — Describing a work-related process

5. GuidanceIn order to ensure that candidates are fully prepared to take the examination, those responsible forteaching and preparing learners should ensure that they are fully conversant with the requirements ofthe examination in terms of task requirements, the relevant skills and knowledge and the language ofthe level. Details of these are set out in this section and in the subsequent table.


The aim of this task is to allow the candidate the opportunity to discuss their work and trainingexperiences. Before the examination, candidates must complete a Skills and Abilities Profile (seeAppendices 3 and 4) and bring it to the examination. The information the candidate provides will formthe basis for a discussion about their skills and abilities. When preparing their profiles candidates areadvised to anticipate the questions the examiner might ask and they should be prepared to give furtherexamples, explanations and clarifications. The conversation will also include discussing the candidate’splans and aspirations for the future and what they will need to do to accomplish these.

The examiner also introduces some facts about his or her own work experience and it is the candidate’sresponsibility to respond by asking questions and extend the interaction by making comments andobservations of their own. Candidates need practice not only in question-making techniques andlanguage but also in conversation strategies of giving feedback, showing interest and making pertinentremarks which move the conversation forward.

See the Task-specific mark scheme for specific skills and language related to this task.


This task involves the candidate giving a prepared presentation which describes a work-related processand answering one or two examiner questions about the process. The task provides the candidate withthe opportunity to produce an extended turn which requires structuring in terms of logical sequencingand detail.

Before the examination, the candidate needs to prepare a two-minute presentation. Timing is importantand the candidate needs to consider how much material is required for a presentation of this length andnot to over- or under-prepare. It should, however, be as spontaneous a delivery as possible and not arecital. The candidate may bring brief notes into the examination room but this is not always necessaryand in all events such not be a full written script. Candidates are also advised to anticipate potentialquestions that the examiner may ask to clarify information heard in the presentation.

To describe a process, the most important language elements to ensure clarity are discourse markers ofsequence, addition, cause and effect and the use of the passive verb form. (See Task-specific markscheme opposite.) Presentation skills such as these are common to the business and academic world andthere are numerous published materials relevant to these fields which provide useful practice forcandidates.

Processes which the candidates might consider describing are:

• an established routine from the work place such as: selecting, buying, preparing food for a restaurant;booking a guest into a hotel

• a manufacturing or support industry process such as: manufacturing glassware, waste-recycling

• applying for a job

• dealing with complaints

• a health and safety issue in the workplace such as: hygiene procedures, fire drills

• processes from other professional fields: finance, government, service sectors.

See the Task-specific mark scheme for specific skills and language related to this task.

Task 3 — Role play — Describing problems and suggesting solutions

The role play allows for the introduction of a scenario which gives rise to a different range of languageand functions. The candidate is expected to deal with unfamiliar situations and the task is therefore partrole play, part simulation. This requires polite but sometimes assertive language while also showingunderstanding of the information received in order to respond appropriately. See the Task-specific markscheme for specific skills and language related to this task.

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Examples of possible exchanges between examiner and candidate The sample exchanges below show some ways in which examiners and candidates might expressthemselves during the different tasks. These are only examples, not models to be learned.

Task 1

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Examiner

I see from your profile that you used to be a waiter.Tell me about that job.

And now you work in the hospital.

Tell me about your first few days at this college.

In what ways is college here different from your country?

I used to work for an oil company as a salesman.

I suppose I got tired of the constant pressure toincrease sales and …

… and all the travelling. Once I got married I wantedto spend more time at home.

Yes, very much so. I found it very rewarding.

What are your plans for the future as far as workis concerned?

Oh, well done. Congratulations! I hope you’resuccessful.

Candidate

It was okay, I suppose. But I had to work very late andthe wages were not so good.

Yes, I’m an auxiliary nurse which I enjoy much more.

First of all when I came to college, it was only abouttwo months after I arrived in this country … When Icame to the class, I found it very different from mycountry. All things were different and I was really shy —I couldn’t talk … After a few days, I found everyonevery friendly …

Well, the facilities are much better and the teachersare friendlier.

Can I ask you … what was your first job?

That’s very different from teaching. Why did youchange your job?

Yes, I can see that.

And you became a teacher. Were you happy about thechange?

I’ve applied for a job as a check-in clerk at the airportand I’ve got an interview next week.

Thank you.


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Examiner

I recently bought a DVD player at your shop but itdoesn’t work. I am going to tell you the problem. Youneed to tell me what you are going to do about this.

I bought this DVD player here last week and itdoesn’t work.

When I tried to play one of my DVDs on it there wasno picture or sound. And when I took the disc out itwas damaged. There was a funny smell.

Sample B

Candidate

That’s very strange. What happened when you triedto use it?

I see.

Task 3

Sample A

Examiner

You work in a factory. There is a staircase which isdangerous and old and you think somebody couldhave an accident. I am your manager. Tell me whatthe problem is and say what you think should bedone.

Hello Yasmin. How can I help you?

Candidate

Has anyone else been to speak to you about thestairs? I think there’s going to be an accident.


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Speaking & Listening tableThe following table describes what the candidate is expected to do for Level 1. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.


Component skills


Indicative language and/or behaviour

No, I don’t work there now. I used to work there.

I saw the accident when Iwas walking to thecanteen.

Sc/L1.1Speak clearly in a waywhich suits thesituation

1a use stress and intonation, so that meaning is clearly understood

— be able to select appropriate words to carry stress and be able to vary the stress to change emphasis

— be able to articulate between stressed and unstressed syllables, making clearthe distinction between them

Have you been workinghere a long time?

Which town did you preferto live in?

2b ask for information — use accurately verb forms appropriateto this level

— be able to ask questions in a range ofcontexts, e.g. ask for personal information, ask for comparison etc.

It had been, yes.

The policeman told us ithadn’t been reported.

I had never seen anythinglike it.

Set the scene, describe thesequence of events,express own reaction

Sc/L1.3Express clearlystatements of fact,explanations,instructions, accountsand descriptions

3a express statements of fact

3c narrate events in the past

— form simple, compound and complexsentences, and other common shorterforms

— use with accuracy grammatical formssuitable for Entry level and other forms suitable for this level

— use a range of narrative tenses to giveprecise information about past time

— understand that there is a usual structure for an anecdote or narrativeand be able to organise a narrative accordingly

— be aware of the role of pitch and intonation in maintaining the interestof listeners

Oh no!

Yes, quite right.

Lr/L1.1Listen for and identifyrelevant informationfrom explanations andpresentations on arange of straightforwardtopics

1b extract relevant information from a narrative or explanation face-to-face and respond

— be able to use a range of markers to indicate that they are listening, as wellas more positive response markers

Lr/L1.2Listen for andunderstandexplanations,instructions andnarratives on differenttopics in a range ofcontexts

2a listen to an explanation or narrative

— be aware that narratives often follow predictable patterns and use this understanding to predict content

Lr/L1.5Respond to questionson a range of topics

5a respond to questions on a range of topics

— recognise a range of question types including embedded questions and alternative questions

— recognise the type and amount of information required and give a short or longer answer as appropriate

Sc/L1.2Make requests andask questions toobtain information infamiliar and unfamiliarcontexts


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Knowledge and understandingBasic skills standards descriptor

Component skills



export (noun), export (verb)

It passes systems checks …

Sc/L1.1Speak clearly in a waywhich suits thesituation

1a use stress and intonation, so that meaning is clearly understood

1b articulate the sounds of English in connected speech

— be able to place stress correctly in a range of multi-syllable words, and show awareness of how the stressedsyllable may be different in words from the same family

— be aware of the tendency for sounds to assimilate or elide in connected speech and be able to approximate this

It was developed by …

After that … but before …


3a express statementsof fact

3b give factual accounts

3d give explanations and instructions

— make longer statements of fact, with appropriate intonation

— be aware of the importance of rhythm in making longer statements comprehensible

— use grammatical forms suitable for the level in order to classify, describe a process (use passive),generalise, give examples etc.

— sequence the above coherently in a verbal report using discourse markers as appropriate

— recognise when an explanation is required

— give minimal or longer responses with grammatical accuracy

— be able to express cause and effect

Sc/L1.4Present information andideas in a logicalsequence and includedetail and develop ideaswhere appropriate

4a present informationand ideas in a logical sequence

— be aware of the fact that ideas andinformation can be sequenced in different ways

— be able to use discourse markers indicating sequence and verb forms

Task 3 — Role play — Describing problems and suggesting solutions in a formal work or study situation

Could you please inform me …?Sc/L1.1Speak clearly in a waywhich suits thesituation

1c use formal languageand register where appropriate

— be aware of the need to adapt register according to the formality of the situation or seriousness of the situation or the relationship between speakers

Would you mind …?

As there seems to be a problem,could I suggest …How would that improve thesituation?

Sc/L1.2Make requests and askquestions to obtaininformation in familiarand unfamiliar contexts

2a make requests

2b ask for information

— be able to use a range of modal verbs

— be able to choose appropriate intonation to be polite or assertive etc.

— be able to introduce a request with apre-request

— be able to ask questions for descriptions, comparison etc.

frownsI’m so sorry but …

Would you be able to explain to me …?

Lr/L1.3 Use strategies toclarify and confirmunderstanding

3a use strategies to clarify and confirm understanding

— understand that a listener can usevisual and verbal signals to confirmor query understanding

— be able to use a range of ways ofasking for clarification orrepetition, appropriate for formalinteractions


3e describe and compare

— be able to make comparisons, using regular and irregular comparative forms, including fewer and less

— be able to incorporate descriptions into various types of discourse, e.g. narrative, discussion, and to indicatewhat is fact and what is opinion

The nicest person in the office isJane, the manager’s PA.The number of workers hasgrown enormously in the lastmonth.The new computer system ismuch slower and it’s createdmore work than before.



Unit 2 — Reading & WritingTrinity Certificates in ESOL for Work combine assessment of reading and writing into one written paperwhich has two sections — Part A: Reading and Part B: Writing.

The Reading and Writing sections are not timed separately so candidates can choose, within the overalltime limit of the exam, how much time they spend on each section. For ESOL for Work qualifications,written competence is assessed at a level below the stated level of the overall qualification. This meansthat at Level 1, Writing is assessed at Entry 3.

Candidates must pass both Part A and Part B of the written paper in order to achieve Unit 2. The wholeof Unit 2 will have to be re-attempted at a later date even if a candidate passes one of the sections. Part A and Part B cannot be individually banked, only the complete unit.


• read and understand straightforward texts on work- or study-related topics accurately and independently

• read and obtain information from different sources in a study or workplace environment

• write to communicate information, ideas, opinions and requests clearly using length, format and style appropriate to purpose and audience.

2. FormatThe Reading & Writing examination takes the form of one written paper lasting 75 minutes. The examination consists of two Reading tasks and one Writing task. All tasks must be completed.

Part A: Reading

This contains 20 test items:Task 1 — 12 questionsTask 2 — 8 questions

The reading passages will be such text types as:

• work-related texts on topics such as

— health and safety

— conditions at work

— customer care

• instructions, plans, diagrams

• short reports

• forms

• job advertisements.

The item types may be any of the following:

• multiple choice (one correct answer and three distracters)


• ranking exercise



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Level 1 Reading & Writing

Part B: Writing

This consists of one task based on the topic introduced in the Reading section. The task consists ofwriting an account of a work-related event or experience.

Text type: account, narrative, formReader(s): manager/supervisor, teacher, job interviewer, employerRegister: semi-formalTone/Style: factual, structured, directPurpose: to inform, explain and record factsWord length: approximately 250 words

3. ProcedureCandidates must write their answers on the examination paper itself in the space(s) indicated.

Candidates sit the examination at their own place of learning. The papers are sent out by Trinity’s HeadOffice and centres administer the test under secure test conditions, according to the guidelines issued byTrinity, and using one or more invigilators to monitor the session.

4. Marking and Assessment Test papers are returned to Trinity to be marked. In the Reading section, each item is awarded one mark.Therefore, the maximum possible number of marks is 20. The pass mark is 13.

In the Writing section assessments are made with reference to the Generic performance descriptors asoutlined in the Assessment system section of this syllabus, in combination with the Task-specific markscheme provided below. This details the actual performance and competence required for the Writing taskat Entry 3. The maximum possible number of marks for the Writing section is 15 with a pass mark of 10.

5. Guidance Reading: In order to prepare candidates for the Reading section, teachers are directed to the relevantsection of the Adult ESOL Core Curriculum, pages 292–303.

Writing: In order to prepare candidates for the Writing section, teachers are directed to the relevantsection of the Adult ESOL Core Curriculum, pages 232–243.

Unit 2 — Writing: Task-specific mark scheme

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1. Text focus: writing composition

Compose complex sentences consisting of a main and one or more subordinateclauses and introducing defining relative clauses using who, which, that

Use present perfect, used to and past continuous in conjunction with simple past toclarify the chronological sequence

Use correct subject–verb agreement

Use punctuation correctly, e.g. capital letters, full-stops, commas, exclamation marks

Use complex adverbial phrases of time, place, frequency and manner.

Task 1 — An account of a work-related event or experience

3. Word focus: spelling and handwriting

Spell correctly words used most often in work, study and daily life

Write legibly

2. Sentence focus: grammar and punctuation

N.B. When assessing a candidate’sperformance in this criterion,examiners are required to come toa judgement on the balance ofcompetence in the items listedusing the Generic performancedescriptors for guidance.

Compose a text, organised into short paragraphs, using an appropriate format andregister for a semi-formal account suitable for the readership

Sequence events logically using suitable sequence words, connectives anddiscourse markers

Task 1


Disputes* at work

Try to settle the dispute by agreement Workplace problems may arise from time to time even in well-run companies. You may believeyou have not been given your rights at work, or feel you have been discriminated against.Whatever the reason, it’s best to talk it through when it happens. You may be able to resolve a minor dispute through an informal meeting. Serious disputes mayrequire a formal meeting and negotiations**. Many employers already have detailed disciplinary and grievance procedures. Make sure youknow what they are. These procedures can help you discuss your concerns in a structured wayand identify a solution. This will also stop problems getting worse and may prevent time-consuming and costly legal action.

Grievance procedures If you are unhappy about the way you are (1) treated at work, check your contract or yourstaff handbook to see how you can complain. You should be given the opportunity of discussing your complaint with your line manager or,if you work in a small company, your employer. If you are still not satisfied, there should besomeone senior you can appeal to.If you are not given the opportunity to try to resolve your grievance, this could be a breach ofcontract. Do not resign before getting advice about whether you have any grounds for bringing a claimbefore an employment tribunal.

Disciplinary procedures Disciplinary procedures at your place of work should be (2), clear and efficient. Yourcontract or staff handbook may contain information about any disciplinary rules. At the veryleast, you should be: • told why you are being disciplined; • given an opportunity to offer an explanation or put your side of the story; and • allowed to appeal if you are unhappy with the outcome.

* dispute = an argument or disagreement** negotiation = discussions in order to reach agreement

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Sample of Unit 2 Reading & Writing paper


Part A — Reading

39

Questions

1. This text has been written for (Please circle the letter of the correct answer)

A managers

B employees

C the unemployed

D employment tribunals

2. The main purpose of this text is to (Please circle the letter of the correct answer)

A persuade the reader to change their job

B warn the reader about the dangers of working

C describe different policies when there are disagreements at work

D advertise good companies to work for

3. How might minor disputes be resolved?

4. Which of the following is not true, according to the text? Using disciplinary and grievance procedures can (Please circle the letter of the correct answer)

A stop problems becoming worse

B avoid legal action

C become time-consuming and costly

D allow you to discuss and clarify the problem

5. Without changing the meaning, the word ‘costly’ in the text could be replaced by (Please circle the letter of the correct answer)

A expensive

B quickly

C stressful

D busy

6. The word needed at (1) should be (Please circle the letter of the correct answer)

A been

B done

C being

D doing

7. Grievance procedures are used when (Please circle the letter of the correct answer)

A your manager feels you are not doing your job properly

B you feel you have been unfairly treated

C you want to change your hours of work

D you are looking for another job


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8. In which of the following situations would you use the grievance procedures?(Please circle the letter of the correct answer)

A you are often late for work

B you want to change your working hours

C you are lazy at work and don’t do your job properly

D your manager gives you more work than your colleagues

9. Disciplinary procedures are used when (Please circle the letter of the correct answer)

A your manager feels you are not doing your job properly

B you feel you have been unfairly treated

C you have a complaint about your manager

D you are looking for another job

10. What should your company do if they have a problem with you at work?(Please circle the letter of the correct answer)

A Appeal against you if they are unhappy with the outcome

B Tell you how to discipline your manager

C Give you the chance to explain the situation

D Return your contract or staff handbook to you

11. The spelling of the word needed at (2) should be (Please circle the letter of the correct answer)

A fare

B fair

C fayre

D fairy

12. Put the following actions in the order suggested by the text. The first one has been done for you.

A Discuss your complaint with your manager or employer.

B You are unhappy about your treatment at work.

C Take your claim to an Employment Tribunal.

D Appeal to someone more senior.

E Consult your contract or staff handbook


1. 2. 3. 4. 5.B

Task 2


Level 1 Sample paper 1 for Part A — Reading

For what reasons can an employer sack an employee? Here is a simple guideto when employers can legally dismiss employees.

MisconductFor gross misconduct, such as theft or an assault on a colleague, you can besacked immediately. If you are lazy, or fail to meet job requirements, youremployer must give you several written warnings first.

Incapacity (e.g. through illness)Have you injured yourself doing manual work in your workplace. Youremployer should look at putting you in another position within the organisation.If you are incapacitated through illness, your company must show they haveacted reasonably, e.g. by sending their own doctor to examine you.

RedundancyYour employer should have stated the posibility of redundancies in the past toyou and your colleagues and have a company policy such as ‘last in, first out’.Attempts must be made to try and employ you elsewhere in the organisation,where possible.

(?)

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

(Source: Adapted from www.devon24.co.uk/contents/jobs/rights)

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Questions

13. What is the best title for this text? (Please circle the letter of the correct answer)

A How to sack your employees

B Know your rights at work

C Employees’ rights are difficult

D How to challenge your boss

14. The main purpose of the text is to (Please circle the letter of the correct answer)

A tell people their rights

B persuade people to lose their jobs

C encourage people to find better jobs in their organisations

D stop people assaulting their colleagues


Part A — Reading

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15. Which sentence is correct according to the text?(Please circle the letter of the correct answer)

A You can keep your job if you steal from the company.

B If you are lazy you can be sacked straight away.

C If you are injured through work your employer should try to find you analternative job.

D Some companies have a redundancy policy of ‘last in, last out’.

16. If you are guilty of gross misconduct (Please circle the letter of the correct answer)

A you should be offered an office job

B you should be warned about the possibility of redundancy

C you should receive several written warnings

D you can be sacked immediately

17. Without changing the meaning, the word ‘misconduct’ can be replaced in the text with(Please circle the letter of the correct answer)

A stealing

B bad behaviour

C sacked

D warning

18. There should be a question mark on line

19. Which of these words in the leaflet is spelt incorrectly? (Please circle the letter of the correct answer)

A dismissed

B lazy

C putting

D posibility

20. Which sentence is not correct according to the text? (Please circle the letter of the correct answer)

A Employers have three main reasons for dismissing people.

B Employers can make you redundant without any warning.

C Employers can sack you immediately if you steal.

D Employers should have a company policy on redundancy.


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Task 1

You have received the following form at work. Complete the form and give as muchinformation as possible. You should use full sentences and paragraphs for your answers.(About 250 words)

Staff Representative Office

Case No. 678/09

Your supervisor, Mrs Gibson, has reported that you are often late for work, sometimes by over30 minutes. You have been given two verbal warnings about this but the situation has notimproved.

Before any disciplinary action is taken against you, you have the right to reply. Please stateyour case and complete the form below.

1. Please outline why you have had a poor punctuality record. Include relevant personal/financial/professional information if appropriate.

2. How do you believe you could improve the situation?

3. Outline why we should not take this action further and why you are a valuable employee.


Part B — Writing

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Reading tableThe following table describes what the candidate is expected to do for Level 1. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.

Rt/L1.1Trace and understand themain events of continuousdescriptive, explanatory andpersuasive texts

1a understand and identify the different ways in which meaning is built up in a range of paragraphedtexts

— understand that meaning is developed through a text and that it is necessary to relate the parts of a text to each other to get an overall sense of what the text is about as well as of the main events

— recognise that knowledge of context, grammar andvocabulary all contribute to determining overall sense

— understand that meaning in texts can be implied as well as explicitly stated


Task 1 — Explanatory or chronological text related to work or study


Rt/L1.3 Identify the main points andspecific detail and infer fromimages meaning which is notexplicit in the text

3a understand how main points and specific detail are presented and linked

— understand that some texts are structured around main points which are expanded or illustrated by specific detail

— use knowledge of a range of features of organisational structure, format and layout to aid understanding

Rt/L1.4Use organisational andstructural features to locateinformation

4a use organisational and structural features to locate information e.g. subheadings, paragraphs

— be aware that texts of the same type share common structural features and understand how this helps readers find information

Rs/L1.1Use implicit and explicitgrammatical knowledge,along with own knowledgeand experience to predictmeaning, to try out plausiblemeanings and to read andcheck for sense

1a use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, to try out plausible meanings and toread and check for sense

— understand that grammatical and syntactic clues can be used alongside whole-text and word-level clues to get meaning, including clues related to sentence structure, word order and word type

— use knowledge of sentence structure and word order to work out meaning

Rw/L1.1Use reference material tofind the meaning ofunfamiliar words

2a recognise and understandthe vocabulary associated with different types of text

— understand the use of, and effect of, specialist vocabulary for work or study

— work out the meaning of unfamiliar words using a range of strategies

Task 2 — Informational text from a work or study-related source

Rt/L1.2 Distinguish how languageand other textual featuresare used to achieve differentpurposes, e.g. to instruct,explain, describe, persuade

2a distinguish how languageand other textual features are used to achieve different purposes

— understand that choice of language, structural and presentational features reflect the purpose of a text and that these features can help a reader distinguish text purpose

— understand that readers can choose different sortsof texts to read for pleasure and interact with texts in different ways

Rt/L1.5 Use different readingstrategies to find and obtaininformation

5a use skimming, scanning and detailed reading in different ways for different purposes

— recognise that different strategies are useful for different purposes

— be able to judge when detailed reading is necessary

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Rs/L1.1Use implicit and explicitgrammatical knowledge,along with own knowledgeand experience to predictmeaning, to try outplausible meanings and toread and check for sense

1a use implicit and explicit grammaticalknowledge, along with own knowledge andexperience to predict meaning, to try out plausible meanings and to read and checkfor sense

— understand that grammatical and syntactic clues can be used alongside whole-text and word-level clues to get meaning, including clues related tosentence structure, word order and word type

— use knowledge of sentence structure and word order to work out meaning

Rs/L1.2 Use punctuation to helpunderstanding

2a Use punctuation to help understanding

— have a secure knowledge of end-of-sentence punctuation in helping to make sense of continuoustext

— recognise the use of commas to separate clauses incomplex sentences

Rw/L1.1 2a recognise and understand the vocabulary associated with different types of text

— be aware of how language is used to create different effects

— understand the use of, and effect of, specialist vocabulary for work or study

Rw/L1.1 3a recognise and understand an increasing range of vocabulary, applying knowledge of word structure, related words, word roots, derivations and borrowings

— be aware that some words are related to each otherin form and meaning, and use this knowledge to help understand new words

— be aware of the origin and meaning of common prefixes and suffixes

Task 2 (continued)


46


Knowledge and understandingComponent skillsBasic skills standardsdescriptor

Wt/E3.2Organise writing in shortparagraphs

2a structure main points of writing in short paragraphs

— understand the concept of paragraphing

— understand that paragraphs normally consist of more than one sentence

— understand that paragraphs follow on from each other and are linked together with key words and phrases

— understand key aspects of basic paragraphing structure

Wt/E3.3Sequence chronologicalwriting

3a show sequence through the use of discourse markers andconjunctions

— understand the importance of chronological sequencing of events in personal writing

— understand the sequence words, conjunctions and connectives

Wt/E3.4Proofread and correctwriting for grammarand spelling

4a proofread to check forcontent and expression

— understand that proofreading is a way of checking thecontent and expression

Ws/E3.1Write in completesentences

1a write using complex sentences

— understand that the most basic form of a complex sentenceconsists of a main clause and one subordinate clause

— understand that sentences can be amplified by expandingthe information around the noun

— understand the importance of register

Ws/E3.2Use correct basicgrammar

2a use basic sentencegrammar accurately

— know the form of and understand the concept expressed by a variety of tenses, in statement, negative and question form

— understand that a verb and its subject must agree in terms of number

Task 1 — An account of a work-related event or experience

Writing tableThe following table describes what the candidate is expected to do for Level 1. It is linked specifically tothe examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.

Ws/E3.3

Use punctuation correctly

3a use punctuation to aid clarity in relation to beginnings and ends ofsentences

— understand that full stops and capital letters are sentence boundary markers

— understand how punctuation varies with formality

Ww/E3.2Produce legible text

Ww/E3.1Spell correctly commonwords and relevant keywords for work and specialinterest

1a apply knowledge of spelling to a wide rangeof common words andspecial interest vocabulary

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Assessment system

Assessment system

Trinity ESOL for Work table of possible total marks and pass marks per level

Speaking & ListeningFor all levels, the examiner uses two documents to assess the candidate’s performance. These are:

• the Task-specific mark scheme for each task at each level (see pages 10 and 30).

• the Generic performance descriptors (please see next page).

Assessment is recorded as numerical marks which are totalled to give an overall score. The pass mark iscalculated to be 66% of the possible total marks.

The Generic Speaking & Listening performance descriptors

These give details of a qualitative and quantitative nature regarding the competences expected to bedemonstrated by the candidate in the relevant communicative skills and key language functions and items.

There are three levels of performance:

Band A — Secure passBand B — PassBand C — Fail.

There are two sets of Generic performance descriptors which are used to assess the followingassessment strands:

Set one: coverage of component skillsSet two: accuracy, range and appropriacy of the key language items of the level.

Set one has three criteria. These are the Speaking & Listening standards:

• speak to communicate

• listen and respond

• engage in discussion.

Set two has only the one criterion:

• accuracy, range and appropriacy of the key language items of the level.

All assessment criteria are equally weighted.

Unit 1 Unit 2

Level ofqualification

Speaking &Listening

total marks

Speaking &Listeningpass mark

Readingtotal marks

Readingpass mark

Writing totalmarks

Writing passmark

Entry 3 24 16 15 10* 15 10*

Level 1 48 32 20 13* 15 10*

* Candidates must pass both parts of Unit 2 in order to pass Unit 2 successfully. It is not possible topass Reading and fail Writing (or vice versa) and still achieve the unit overall.

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Generic performance descriptors — Speaking & Listening

These generic descriptors are to be used in conjunction with the Task-specific mark scheme for each taskat each level.

For each task at Entry 3, the examiner uses the three generic band performance descriptors to assessthe candidate’s performance on a 4-point scale (0, 1, 2 and 3).

For each task at Level 1, the examiner uses the three generic band performance descriptors to assessthe candidate’s performance on a 7-point scale (0, 1, 2, 3, 4, 5 and 6).

Reading At both levels, a number of assessment tools are utilised. These include:


• multiple choice

• ordering



Each item attracts one mark and these are totalled to give the final total score. There is a fixed passmark at each level.

WritingThe marker uses two documents to assess the candidate’s performance. These are:

• the Task-specific mark scheme for each task at each level (see pages 18 and 37)

• the Generic performance descriptors (see opposite page).

The Generic Writing performance descriptors

These give details of a qualitative and quantitative nature regarding the competences expected to bedemonstrated by the candidate in the relevant communicative skills and key language functions and items.

Assessment strands Secure pass Pass Fail

Coverage of component skills,knowledge andunderstanding of the level


2. Listen and respond

3. Engage in discussion

The candidate’scontributions providesustained evidence of goodcoverage of the relevantcomponent skill(s),knowledge andunderstanding throughoutthe task in each of thethree standards.

The candidate achieves thecommunicative purpose ofthe task with ease andindependently without theneed for support from theexaminer.

The candidate’scontributions provide someevidence of coverage of therelevant component skill(s),knowledge andunderstanding in each ofthe three standards.

The candidate achieves thecommunicative purpose ofthe task but may needsome support from theexaminer to do so.

The candidate’scontributions providelimited evidence ofcoverage of the relevantcomponent skill(s),knowledge andunderstanding in each ofthe three standards.

The candidate onlypartially achieves thecommunicative purposeof the task even with thesupport of the examiner.

4. Accuracy, range and appropriacy of the key language items of the level

The candidate uses a widerange of specified itemssuccessfully. These arewell controlled and areused appropriately andconsistently throughoutthe task. There are fewinaccuracies.

The candidate attempts touse a range of the specifieditems. The candidate’scontributions are mostlyappropriate for the taskand are generally wellcontrolled although someinaccuracies may beevident but do not impedecommunication.

The candidate producesvery few samples of thekey language items. Theseare not well controlledand inaccuracies canimpede communication.The candidate’scontributions may not, attimes, be appropriate forthe task.

Assessment system

49

Assessment system

There are three levels of performance:

Band A — Secure passBand B — PassBand C — Fail.

There are three criteria which are used in the assessment scheme.

• Text focus: written composition

• Sentence focus: grammar and punctuation

• Word focus: spelling and handwriting

At all levels Text focus and Sentence focus marks are allocated using a 7-point scale (0, 1, 2, 3, 4, 5, and 6).

At all levels the Word focus marks are allocated using a 4-point scale (0, 1, 2, and 3).

The assessment criteria are not equally weighted and the weightings for the three criteria are as follows:

• Text focus: written composition 40%

• Sentence focus: grammar and punctuation 40%

• Word focus: spelling and handwriting 20%

Whilst the importance of correct spelling and legible handwriting is acknowledged, it should not bepossible for a candidate to pass Unit 2 by spelling every word correctly and writing beautifully and yetnot actually achieving the communicative purpose of the task.

Generic performance descriptors — Writing

These Generic performance descriptors are to be used in conjunction with the Task-specific markscheme for the Writing task in Unit 2.

Assessment strands Secure pass Pass Fail

Text focus:

written composition

The candidate achieves thecommunicative purposesuccessfully and with ease byconsistently addressing theidentified readership in anappropriate layout, style andregister and including allrelevant content material.

The candidate demonstratesknowledge and control of therequired text organisationalfeatures.

The candidate achieves thecommunicative purpose in alimited way by attemptingwith some success to addressthe identified readership andby using layout, style andregister appropriate to thetask. Most of the relevantcontent material as indicatedby the question rubric isincluded.

The candidate showsawareness of the requiredtext organisational features.

The candidate only partiallyachieves the communicativepurpose by attempting withlimited success to addressthe identified readership. Attimes, layout, style andregister are not appropriateto the task. Only some of therelevant content material asindicated by the questionrubric is included and thereare significant omissions.

The candidate attempts touse organisational featureswith limited success.

Sentence focus:

grammar andpunctuation

A range of the statedlanguage items and relevantlanguage functions is usedaccurately, consistently andappropriately throughout thewriting.

Sentence structure isaccurate and the writing ischaracterised by a high levelof control of punctuation.

There is evidence of theability to use the statedgrammatical items andlanguage functions with adegree of control althoughinaccuracies may be evidentand the full range may not beemployed successfully.

Sentence structure isappropriate and punctuationis used successfully to conveythe intended meaning.

There is some evidence of anattempt to use a few of thestated grammatical itemsand language functions butthese are not well-controlledand inaccuracies mayimpede communication.

Sentence structure is notwell-controlled and correctpunctuation, althoughattempted, is not achievedconsistently.

Word focus: spelling andpunctuation

Spelling is consistentlyaccurate and text is legiblethroughout.

Spelling of key words isaccurate and text is for themost part legible.

Some key words are speltcorrectly. Spelling is notconsistent. Text may bedifficult to read in places.

50

Regulations

Eligibility for examinations The Trinity Certificates in ESOL for Work are for learners whose native language is not English. Thediversity of candidature for the ESOL for Work examinations means that finite statements of priorlearning are not appropriate. Candidates from outside the UK may have followed different curricula fromthose in use in England or may even have had no formal education. They may therefore approach TrinityESOL for Work examinations with no previous formal examination record, or with a record gainedthrough the state school examinations of the country in which they have studied, or with qualificationsgranted by any other awarding body.

The types of organisation that these qualifications will appeal to include public and independent sectorinstitutions at secondary and tertiary levels, ranging from FE Colleges and HE institutions to workplaces,community centres and private organisations.

Trinity is sensitive to the fact that candidates’ educational and employment backgrounds are often highlydiverse. Even within one teaching group, these backgrounds may span a wide continuum, ranging fromthose with no previous education or employment at one end to highly educated professionals at theother. The assessment tasks and their contexts are suitable for adult client groups, and take into accountthe diversity of ESOL learners and the type of work they hope to undertake in this country.

The knowledge required for achievement of each level in terms of language skills and communicativecompetence is defined in the standards for adult literacy and the Adult ESOL Core Curriculum. The priorlanguage, knowledge and attainment required for registration is that defined in the standards andspecification for the NQF level below the examination being entered.

Candidates cannot enter for the same Trinity ESOL for Work examination at different levels in the sameexamination session. A minimum period of one month must elapse between a candidate attempting aTrinity ESOL for Work examination at one level and the same examination at another level. Failure toobserve this rule may result in both examinations being voided with no refund payable. If a candidatedoes not reach the level required to pass and wishes to re-sit an examination, a minimum of one monthmust elapse before the candidate may enter again.

There is no restriction on candidates entering for the same or a different level of assessment in otherTrinity examination suites, or on candidates entering for examinations of other boards.

Candidates must be aged 16 years or above at the time of the examination.

Candidates may enter at any level without having previously taken any other Trinity examination at ahigher or lower level.

There are no other restrictions on candidate entry.

Candidate entry Applications for examination will be accepted by Trinity on the condition that candidates are preparedaccording to the requirements of the current syllabus. It is the responsibility of the centre to ensure thatthey and the candidate are following the current syllabus and regulations. Any updates and amendmentswill be available on the Trinity website at www.trinitycollege.co.uk/esol

Candidate entries received after the corresponding closing date cannot be guaranteed and will besubject to a surcharge. These dates are listed in the UK ESOL Centre Handbook or can be obtained fromTrinity’s Head Office.

Details of how to register candidates for examination are in the Centre Handbook.

Candidates can be substituted under certain conditions.

• the substitution is at the same level (or lower)

• the substitution does not involve special needs candidates

• the candidates involved in the substitutions are new candidates to Trinity and have not taken any examinations with Trinity in the past (including any unit of an ESOL for Work qualification).

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51

• the administration of the substitution is performed by the centre using Trinity’s administration system ‘Trinity Online’*. The centre must print off new examination material for the revised enrolment.

Replacement certificatesReplacement certificates are available although an administration fee will be charged. All replacementcertificates issued later than six months after the date of the examination will be marked ‘Duplicate’.Accurate candidate details must be provided in order for a replacement to be issued. Candidates will berequired to present proof of identity, in writing, to obtain the replacement certificate. The certificatereplacement request form can be found in the Centre Handbook.

Candidates with special educational needs/disabilitiesTrinity welcomes entries from candidates with special educational needs and disabilities. Adjustmentsare implemented according to individuals’ disabilities reflecting their usual method of working, theassessment requirements and the guidelines stipulated by the regulatory authorities as well as the JointCouncil for Qualifications.

The same standard of assessment applies to all candidates, regardless of any disability, and allowanceswill only be made to the conduct of the examination if appropriate.

The following procedures must be followed when requesting consideration of special needs.

Enrolment on Trinity Online

Full details of the special needs must be received on or before the closing date for the examination. Thespecific condition and request for special needs dispensation should be inputted on the candidate’srecord on Trinity Online. Details of how to indicate special needs are explained in the candidateenrolment instructions available via Trinity Online. No alteration to the special needs candidate’s detailscan take place after registration.

Owing to the extra preparation time required to provide individual tests for disabled candidates, lateentries or entries which do not contain full details of the nature of the disability will not normally beaccepted. If a late entry has been accepted but the examination cannot take place, the fee will berefunded (at the discretion of Trinity) but the surcharge will be retained to cover costs of administrationof the late entry.

In order to prepare Braille tests for candidates, centres are required to give a minimum of two months’ notice.

Evidence to Trinity’s Head Office

All provision for special needs candidates is adjusted to the particular needs of each candidate. To bemost beneficial to candidates, as full an explanation as possible of the nature of the special needs andpotential modification to the procedure of the examination is required.

Appropriate documentary evidence of special assessment needs must be supplied at the time ofenrolment. Special provision will not be given without this information. This must be a current medicalcertificate or, in the case of dyslexic candidates, a report from an education psychologist (a charterededucational psychologist, a full or affiliate member of the Association of Educational Psychologists or aperson employed by a local education authority as an educational psychologist). Reports frompsychologists of other disciplines (e.g. clinical) are not acceptable. Details of medical and psychologicalreports are not disclosed to anyone, including examiners.

Trinity College London reserves the right to turn down requests for provision if sufficient information isnot provided.

* Trinity Online gives registered individuals and centres in the Trinity network worldwide direct access to their own candidate information held on Trinity’s central database. This award-winning service is available 24 hours a day, 365 days a year. It makes examination administration quicker and easier, and allows viewing, analysing and printing out of results for quality assurance and reporting.

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52

Equal opportunities policy for examination candidatesTrinity is committed to equality of access to examinations. This commitment applies to all candidates,regardless of gender, age, racial origin, nationality, creed, sexual orientation, marital status or employmentstatus. Trinity endeavours to provide examinations for candidates with disabilities but owing to the natureof the examinations, some disabilities, such as the inability to speak, will prevent the candidate fromfulfilling the requirements of the examinations.

Trinity seeks to ensure that:

• the content and assessment of its examinations are non-discriminatory and are appropriate to the knowledge and skills specified

• the style and language of its documentation are readily understood and do not reflect stereotyped or biased attitudes

• its examiners and all associated with its examinations apply a fair and just process.

Candidates who require wheelchair access to centres should notify the centre. The centre will beinformed by Trinity’s Head Office should the examiner have any special needs.

Braille certificates are available for visually impaired candidates. Requests for Braille certificates shouldbe made at the time of entry.

Absence through sicknessA candidate who is sick and cannot take the examination may apply to Trinity’s Head Office for a half-feere-entry permit, enclosing a medical certificate. Applications for re-entry permits must be made within30 days of the examination date. Trinity will issue a re-entry permit for an examination at the same level,which can be used for an examination within 12 months of the original examination date on payment ofhalf the current entry fee. If a re-entry permit is used towards entry for an examination of a higher level,any difference in fee is also payable.

Examiners are not permitted to accept either notice of withdrawal or medical certificates.

Trinity reserves the right to consider other special cases for absence on their individual merits.

Exceptional circumstancesAll examinations are assessed on the basis of the performance given on the day of the examinationwithout regard to any external circumstances.

When a candidate infringes examination regulations, the examination will continue without comment bythe examiner so that, wherever possible, candidate performance in other parts of the examination isunaffected. The examiner will report any exceptional circumstances to the Chief Examiner.

Examination monitoring Trinity reserves the right to use two examiners in the Speaking & Listening examination from time totime and to record these examinations (audio or video, as appropriate) for monitoring purposes. Theseprocedures are an essential feature of Trinity’s commitment to the consistency of marking andadministration by its examiners and are in no way detrimental to the candidate. Every effort will be madeto give advance notice of such monitoring sessions and wherever possible arrangements will bediscussed with the registered centre involved.

In normal circumstances, no other person is permitted to be present in the examination room. Specialarrangements apply, with prior authorisation, in cases where disabled candidates require assistance.

Examination delivery Trinity works with the centre to ensure that the examination session is delivered at the mutualconvenience of the centre and the examiner. During the planning process, the centre may be approachedregarding alternative dates for delivery.

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53

Trinity reserves the right not to conduct an examination session in the following circumstances:

• examination entries are not received prior to the specified closing dates. Closing dates are detailed in the Centre Handbook

• examination fees are not paid in full within 30 days of the examination date

• the minimum fee required by Trinity in order to cover the costs of an examiner visiting an examination venue is not met. Details of the fees and the minimum fees are announced annually in the autumn for the following calendar year

• centres have not used the correct fees for the examination session.

Trinity takes every effort to ensure the delivery of its examinations on the dates and at the locationsplanned. However, there may on occasion be exceptional circumstances that mean we are not able meetour commitment. This would include, for example, lack of examiner availability, national strikes, labourdisputes or industrial disruption, natural disasters, widespread disruption of travel, terrorist attacks oracts of war.

Appeals procedureEntry for Trinity examinations constitutes acceptance of the professional judgement of the examiners.

Those stakeholders who wish to question the outcome of Trinity College London’s examinations in ESOLfor Work should use the procedure outlined in the following section. In any other dispute concerning theconduct of any examination, the decision of the Chief Executive shall be final.

Allowable grounds for appeal

Appeals will not be accepted which simply question assessments made by the examiner. There is onebroad category of appeal which will be considered which is a claim of irregular procedure on the part of the examiner which is believed to have disadvantaged the candidate and affected the outcome of the examination.

First level of appeal

Appeals must be made on the Appeals Procedure documents available from Trinity’s Head Office. Thesedocuments must be completed by the nominated academic representative and sent to the Chief Examiner.

First level appeals made in connection with the marking of the Reading & Writing papers should beaccompanied by a fee of £10 per candidate per paper. This is to cover administration and additionalmarker’s fees.

Appeals must be postmarked not later than 14 days after the issue of the result slips to the centre.Trinity will send an acknowledgement within 7 days and the appeal will be referred to the examiner(s) for comment as appropriate.

The Chief Examiner will reach a decision after considering the grounds of appeal and any report eitheroral or written provided by the examiner(s). The target time for resolving appeals is 21 days from thedate of receipt.

The outcome of a successful appeal may be a revision to the marks awarded or the opportunity of a freere-examination, usually at the same centre. In the event of a re-examination being offered, a time limitwill normally be prescribed in the interests of all concerned. Any such re-examination will terminate theappeals procedure.

Second level of appeal

Those who are not satisfied with the decision of the Chief Examiner and to whom a re-examination is notoffered may proceed to a second level of appeal to the Director of Language Examinations. Such appealsshould state the further grounds on which they are pursued and should be postmarked not later thanfourteen days from the date of the previous decision. The further appeal will be handled in the same wayas above.

Second-level appeals should be accompanied by a fee of £25 per candidate, made payable to TrinityCollege London. For appeals involving more than five candidates, a maximum fee of £125 applies.

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54

Third level of appeal

Those who are not satisfied with the decision of the Director of Language Examinations and to whom a re-examination is not offered may proceed to a third level of appeal to the Chief Executive. Such appealsshould state the further grounds on which they are pursued and should be postmarked not later thanfourteen days from the date of the previous decision. A fee of £50 per candidate (or £250 for five or morecandidates) should be enclosed with the further appeal, which will be handled by the Chief Executive inassociation with an independent member of the Review Board for Language Examinations in the same wayas above.

General notes

In the event that an appeal is upheld, the appeal fee will be returned; otherwise the fee will be retainedby Trinity.

Review BoardsTrinity’s independent Review Boards consider:

• academic standards in relation to other qualifications and learning available

• examiner training including reliability issues

• validity of the examination system

• the quality of current and new syllabuses

• relevance of Trinity’s work to the needs of the sector.

The membership of Trinity’s independent Review Boards, which meet on an annual basis or as requestedby the independent Chair of each Board, is drawn from the professions concerned. Members of theReview Boards are invited to the Board for a fixed period of time by the Chief Executive in consultationwith the Chair. The Chair of each Board is appointed by the Chief Executive, generally for a period ofthree years.

The aims and responsibilities of each Board are, in their defined area of expertise, to review the relevance,validity, reliability and efficient conduct of Trinity College London’s assessments. This includes but is notrestricted to issues of syllabus and examination design, panel membership, and monitoring of results. Allmeetings are minuted, are conducted with and without Trinity staff in attendance, and the Chief Executiveis informed of any recommendations which he is expected to respond to and report back on.

Customer serviceTrinity strives constantly to update and improve its syllabuses. Amendments and additions are publishedon the website at www.trinitycollege.co.uk/esol

The website is also a source of general information about Trinity and its services. A Customer ServiceStatement is available on the website.

Malpractice statement and policyTrinity takes very seriously any attempt on the part of individual candidates or centres to influence theoutcome of examinations by unfair means.

Note to centres

Centres must agree to abide by the Code of Practice at all times. This means that they must implementall the measures described there in order to ensure that all candidates at the centre and at all othercentres around the world have an equal opportunity to demonstrate their abilities.

Examiners must be able to conduct the examinations without fear of pressure, coercion andrecrimination. The examiner must not be placed in a position where the ability to deal with individualcandidates equally and fairly is likely to be affected.

Centres are deemed to be responsible for the conduct of the examination session and the behaviour oftheir candidates.

Regulations

55

Individual candidates

Examples of candidate behaviour which would be the subject of an investigation into malpractice are:

• infringement of the stated examination regulations and behaving in such a way that other candidatesare disadvantaged

• impersonating another candidate

• cheating by copying another’s work in written examination sessions

• cheating by using aids in the examination room such as notes

• attempting to obtain confidential examination material

• attempting to influence the examiner’s assessment by offering incentives of any kind.

Centres

Examples of centre behaviour which would be the subject of an investigation into malpractice are:

• infringement of the stated examination regulations and contravening any of the items inthe Code of Practice

• altering official documentation such as Individual marksheets and Certificates

• attempting to influence the examiner’s assessment by offering incentives of any kind or by using threatening behaviour either before or after the examination session

• knowingly introducing candidates to the examiner prior to the examination in order to gain an unfair advantage

• collecting confidential examination material and disseminating this to centre staff and other candidates

• knowingly allowing candidates to impersonate other candidates.

Information collection

Trinity has various ways of collecting information regarding the conduct of an examination session, for example:

• centre report forms completed by examiners for each centre they visit. They are required to report anyincidence of suspected malpractice

• supervisors’ reports of written examination sessions including seating plans

• inspection visit reports supplied by Trinity Examination Monitors

• appeals documentation

• reports from script markers.

Action taken by Trinity when notified of suspected malpractice:

• the issue of results is suspended. This may be the results of an individual candidate or selected candidates or of the whole examination session at a particular centre

• the relevant Academic Manager investigates the matter by collecting all information and data relevant to the case. This will include a request being sent usually to the Centre Representative or through them, more rarely, to an individual candidate for a written account of actions under investigation. The examiner or marker will also be asked for specific information about the session, candidate’s work or behaviour where relevant. A case file is opened

• if the case involves written scripts which indicate improper behaviour, the script(s) are scrutinised by a second-marker, the examination suite manager and the Academic Manager

• the Academic Manager presents the case to the Chief Examiner ESOL and together a decision is reached

• the centre is contacted with the decision and told of the action that will be taken by Trinity.

In the case of there being a confirmation of malpractice the following action can be taken:

Centres:

All results for the session in question can be voided and candidates given the opportunity to sit theexamination again with the centre meeting the costs. The centre can be de-registered.

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56

Individual candidates:

Results will not be released. Certification will be withheld.

Data ProtectionTrinity College London is registered as a Data Controller with the Information Commissioner’s Office inthe UK under the Data Protection Act 1998. The Act requires that there should always be a legitimatebasis for the processing of personal data and that the processing and collection of data be accurate, fairand lawful. Trinity is required to ensure that those to whom the data relate are aware of the purposes forwhich their data may be used, disclosed or transferred.

Trinity and its Agents collect and process candidate/representative and centre data for the purpose ofexamination administration. This includes:

• the registration of candidate entries for examinations

• the management of examination schedules and itineraries and

• the collection, registration and distribution of examination results to both individual candidates andto centres and representatives.

Personal data is transferred to third parties for the purpose of registering candidate entries and theresults of examinations onto Trinity’s online registration system.

Trinity also collects and processes data to respond to requests for information from members of thegeneral public. This is the sole purpose of the collection of this data. Additionally, Trinity collects andprocesses data on individuals who have consented to the use of their names and addresses beingretained for the purpose of providing them with Trinity event and examination information on a regularbasis. Trinity will amend and update inaccurate personal data upon receipt of a hard copy written requestto do so, with evidence of the individual’s identity. Please write to Trinity’s Head Office. The address towrite to is 89 Albert Embankment, London, SE1 7TP, UK.

Trinity retains personal data for statistical analysis and to replace certificates upon request fromcandidates. All candidate/representative and centre data is stored securely. Once candidate certificatesare issued, candidate/representative and centre data is securely archived.

Trinity must also fulfil its obligation to provide candidate and centre information, including personal data,to Educational Authorities and Regulators worldwide.

Use of candidates’ personal data

Candidates who enter courses and take examinations based upon any Trinity College London syllabusshould be aware that by attending and participating in course examinations they are consenting to:

• their teachers, colleges or examination centres collecting, processing, disclosing and transferring their personal data, and that

• Trinity or specifically contracted third parties (such as data processors) process, transfer and disclose their personal data to fulfil Trinity’s obligation to administer examinations.

Furthermore, Trinity communicates candidates’ personal data back to colleges or examination centres fordistribution to individual candidates once examinations are complete.

Rights of access to personal data

Trinity employs the following procedure for individual candidate/centre/representative right of access topersonal data records. Trinity will respond to requests from individuals for information to which they areentitled within 40 days of receipt of written requests. Requests will only be considered from persons whocan prove that they are/were:

• candidates, or

• have written authorisation to act for candidates.

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Proof of candidate identity needs to be enclosed with a signed letter from the candidate/representativemaking the request. Trinity will only consider the 40-day deadline active once all requested data, bothproof of identity and a signed letter, is received at Trinity’s Head Office. Copies of Trinity’s Data Protectionpolicy and procedures are available on the Trinity website www.trinitycollege.co.uk

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Candidate name:

Centre:

Date of examination:

1. Education/training:


Unit 1 — Speaking & ListeningPersonal Work and Study Profile

2. Work experience:

Dates Schools/colleges attended Qualifications achieved

3. Future plans: What are your short-term career goals?

Appendix 1

Dates Employer Job title

59

I am keen to carry on working as an au-pair until I return to Poland in

September.

Agata Kalak

Trinity Anycentre

20 June 200X

Candidate name:

Centre:


1. Education/training:

2. Work experience:

Dates Schools/colleges attended Qualifications achieved

2000-2006Spoleczne LiceumOgolnoksztalcace, Warsaw

Leaving certificate

2007-present Trinity Anycentre, LondonWorking towards Entry 3 ESOLfor Work

3. Future plans: What are your short-term career goals?

Dates Employer Job title

2005-2006 Ahold Supermarket, Warsaw Delicatessen assistant (part-time)

2007-present Hughes family, London Au pair and domestic cleaner

Appendix 2 (example)


Unit 1 — Speaking & ListeningPersonal Work and Study Profile

Skills and abilities:

Education/training:

Work experience:

60

Candidate name:

Centre:


Appendix 3

•

•

•

•

•

•

•

•

•

Future plans: What are your short-term career goals?


Unit 1 — Speaking & ListeningSkills and Abilities Profile

Future plans: What are your short-term career goals?

Skills and abilities:

Education/training:

Work experience:

61

Candidate name:

Centre:


Appendix 4 (example)

Joao Corte

Trinity Anycentre

20 June 200X

• Fluent in Portuguese and Spanish. Studying English and Arabic.

• 100% timekeeping and attendance record.

• Can do basic computer programming.

• High School Certificate in South America and first degree in Law.

• Qualified First Aider.

• Attends part-time ESOL classes two evenings a week.

• For the past two years, worked as a legal assistant in solicitor’s office.

• At university, worked in the Student Support Office.

•

My ambition is to do a Bar Vocation Course and continue to work at the solicitor’s

office to gain more experience.


Unit 1 — Speaking & ListeningSkills and Abilities Profile

62

Entry 2 Key language items (Adult ESOL Core Curriculum)

Simple and compound sentences

• word order in compound sentences, e.g. subject–verb–(object) + and/but + subject–verb–(object)

• there was/were/there is going to be

• clauses joined with conjunctions and/but/or

• a limited range of common verbs + –ing form

• verb + infinitive with and without to

• wh– questions

• comparative questions

• alternative questions

• question words when, what time, how often, why, how and expressions

• statements with question tags, using Entry 1 and Entry 2 tenses

I work in a shop but my friend worksin an office

We went shopping yesterday.I want to buy some fruit.I heard him come in.

Can you tell me …

You arrived last year, didn’t you?

Noun phrase

• countable and uncountable nouns

• simple noun phrases

• object and reflexive pronouns

• determiners of quantity — any, many

• use of articles including:

— definite article and zero article with uncountable nouns

— definite article with superlatives

• possessive s and possessive pronouns

roads, trees, houseshappiness, water, information

a large red box

I gave him my book.We enjoyed ourselves very much.

Have you any oranges?We haven’t many left.

Water is important for life.The traffic is bad today.

the best example

mine, yours

Appendix 5

until tomorrow, by next week,by the river, at midnight, at once

after that

in the morning, at the bus stop

always, sometimes

carefully, quickly

He always brought food to our houseearly in the morning.

really, quite, so

The children often eat apples.They always go to school.I see her every day.

We went to the cinema yesterday.I saw her two weeks ago.

We are meeting him at 6 o’clock.

I’m going to wash my hair tonight.

next week, in two days’ time

Could you?

possibly, probably, perhaps

get on/off/up/down

63

• simple present tense of regular transitive andintransitive verbs with frequency adverbs andphrases

• simple past tense of regular and common irregularverbs with time markers such as ago

• future time using:

— present continuous

— going to, will

— time markers

• modals and forms with similar meaning:

— must to express obligation

— mustn’t to express prohibition

— have to, had to to express need

— could to make requests

— couldn’t to express impossibility

• use of simple modal adverbs

• very common phrasal verbs

Verb forms and time markers in statements, interrogatives, negatives and short forms

Adjectives

Adverbs and prepositional phrases

• adjectives and adjective word order

• comparatives, regular and common irregular forms

a large black horse, a new red coat

good, better, wet, wetter, dark, darker

• prepositions and prepositional phrases of place and time

• adverbs and simple adverbial phrases including:

— sequencing

— of time and place

— of frequency

— of manner

• word order with adverbs and adverbial phrases

• use of intensifiers

Discourse

• adverbs to indicate sequence

• use of substitution

• markers to structure spoken discourse

first, finally

I think so, I hope so

Right. Well.

Appendix 5 (continued)

64

Entry 2 Communicative functions and notions (Adult ESOL Core Curriculum)

• greet

• respond to greetings

• take leave

• give personal information

• ask for personal details

• describe self and others

• ask for descriptions of people

• describe places and things

• ask for descriptions of places and things

• compare people, places, things

• make comparative questions

• describe daily routines and regular activities

• ask about regular or daily routines

• narrate — talk about past events (1st person narrative)

• narrate — talk about past events (3rd person narrative)

• ask about past events

• talk about future plans, arrangements and intentions

• ask about future plans and intentions

• express need

• make requests — ask for something face-to-face or on the telephone

• respond to formal and informal requests for something

• make requests — ask someone to do something in formal and informal situations

• respond to formal and informal requests to do something

• make requests — ask for directions

• respond to requests for directions

• make requests — ask for permission formally

• respond to formal requests for permission

• ask about people’s feelings, opinions, interests, wishes, hopes

• respond to questions about preference

• ask for clarification and explanation

• respond to requests for clarification

• respond to requests for explanation

• respond to requests for directions

• check back

• express likes and dislikes with reasons, and cause and effect

• express views, with reasons, and cause and effect

• express wishes and hopes

• apologise, and give reason

• express thanks gratefully

• give warnings

• express possession

• ask about possession

• offer

• insist politely

• persuade

Appendix 6

65

Entry 3 key language items (Adult ESOL Core Curriculum)

• variations in word order

• word order in complex sentences

• there has/have been;there will be/there was going to be

• complex sentences with one subordinate clause:

— of time

— of reason

— of result

— of condition

— of concession

• defining relative clauses using who, which, that

• a range of verbs + –ing form

• verbs + infinitive, with and without to

• infinitive to express purpose

• simple reported statements

• a wide range of wh– questions

• simple embedded questions

• question words including whose

• statements with question tags usingEntry 3 tenses

On the first floor is …

Recruitment is an annual event whichtakes place in June.

fair-haired people with sensitive skin

all the, most, a few

The book you gave me …

This is a perfect example …

An architect is a person who designs buildings.

When the red light goes out, you pressthe button.

I didn’t finish my work yesterday becauseI was too tired.

They didn’t have an appointment thisweek so I had to make one for next week.

If it rains, I’ll catch the bus.

Although she can’t swim, she loves the seaside.

The car that I bought is quite old.

I enjoy swimming.

We saw the police arrive.

He went to college to study ESOL.

She says she wants to study English.

Which colour do you prefer?

Do you know where the library is?

Whose bag is this?

You’ve got your documents back, haven’t you?

• noun phrases with pre- and post-modification

• a range of determiners

• use of articles including:

— definite article with post-modification

— use of indefinite article to indicate an example

— use of indefinite articles in definitions

Simple, compound and complex sentences

Noun phrase

Appendix 7

66

• present perfect with since/for, ever/never, yet/already

• used to for regular actions in the past

• past continuous

• future simple verb forms

• modals and forms with similar meaning:

— positive and negative

— might, may, will probably to express possibility and probability in the future

— would/should for advice

— need to for obligation

— will definitely to express certaintyin the future

— May I? asking for permission

— I’d rather stating preference

• common phrasal verbs and position of object pronouns

I used to go to Italy for my holidays.

She was working in a bank when that happened.

I’ll see you tomorrow.

you should/shouldn’t to express obligation

I looked it up.She looked after them.


Adjectives

• comparative and superlative adjectives

• comparative structures as … as, the same as, not so … as …looks/is like


• wider range of prepositions and prepositional phrases

• a wide range of adverbial uses, e.g. to express possibility and un/certainty

• more complex adverbial phrases of time, place, frequency, manner

• a range of intensifiers, including too, enough

in her twenties, of average height

possibly, perhaps, definitely

as soon as possible

Discourse

• markers to indicate:

—addition

—sequence

—contrast


• use of ellipsis in informal situations

• use of vague language

also

in the first place

on the other hand

anyway, by the way

got to go

I think, you know


67

Entry 3 Communicative functions and notions (Adult ESOL Core Curriculum)

• greet

• take leave


• introduce others

• ask for personal information

• describe self/others


• ask for descriptions of people, places and things



• narrate events in the past

• give factual accounts


• express certainty about the future

• ask about future events

• express opinions about future possibilities

• express obligation

• offer help

• make arrangements

• make requests on the phone, in formal and informal situations

• make requests — ask someone to do something in formal and informal situations

• make requests — ask for directions

• respond to request for directions

• respond to request for instructions

• respond to request for an explanation

• make requests — ask for permission formally

• express feelings, likes and dislikes, with reasons, cause and effect


• express views and opinions

• apologise in formal and informal situations

• explain and give reasons

• show contrast, cause, reason, purpose

• ask for clarification and explanation

• confirm information

• check back and ask for confirmation

• ask for advice and suggestions

• respond to suggestions

• respond to advice

• make suggestions and give advice

• suggest action with other people

• praise and compliment others

• complain

• warn and prohibit

Appendix 8

68

Simple, compound and complex sentences, with more than one subordinate clause

Level 1 Key language items (Adult ESOL Core Curriculum)

• word order in sentences with more than onesubordinate clause

Since the ozone layer has been affectedby pollution, people have had to be morecareful when they sunbathe.

• there had been

• a range of conjunctions to express contrast, reason, purpose, consequence, result, condition, concession

• conditional forms, using if and unless with past and use of would

• non-defining relative clauses

• defining relative clauses with where or whose

• participial clauses to describe accompanying actions with –ing

• clause as subject or object

He wouldn’t go unless I went.

The Rio de la Plata, which flows downfrom Brazil, is used for transport …

The village where I grew up.

My brother ran all the way, carrying heron his back.

Can you believe what happened?

• reported speech with a range of tenses, includinguse of would and had

He said that he would come if he had time.

• a range of embedded questions using if andwhether

• reported questions with if and whether

• use of had and would in reported questions

• reported requests

Do you know whether he was intendingto visit her in hospital or not?

He asked if my friend was coming.

He asked if we had understood.

She wanted to know if they would agree.

You would prefer coffee, wouldn’t you?

• reported instructions He told me to come.

He asked me to help him.

Noun phrase

• more complex noun phrases with pre- and post-modification

• word order of determiners

A tall man wearing dark glasses.

all my books

• use of definite, indefinite and zero article with awide range of nouns in a range of uses

The increase in the use of additives in food …

• range of expressions to indicate possession that book of yours

Appendix 9

• statements with question tags using Level 1 tenses

69


Adjectives

• present perfect continuous

• past perfect

• present and past simple passive

• use of would in conditional sentences

• causative use of have and get

He’s been working nights for years.

He had worked as a fisherman before that.

Rice was grown in many parts of thecountry but many fields were destroyed inthe war.

It would be better if he came later.

I had/got the car repaired last week.

• modals:

— ought to express obligation

— negative of need and have to to express absence of obligation

— would to express hypotheses

— use of forms e.g. be able to to refer to future

— would like + object + infinitive

I ought to see the doctor.

What would you do if …

would like you to

• a range of phrasal verbs to give way, to hold out, to run into

• comparisons, using fewer and less

• collocation of adjective + preposition interested in, aware of


• prepositions to express concession

• collocations of:

— verbs + prepositions

— nouns + prepositions

in spite of, despite

to attend to, point at

to have an interest in

• a range of adverbial phrases of time, manner,degree, extent, place, frequency, probability

• comparative and superlative forms of adverbs

• a wide range of intensifiers

She worked harder than me.

extremely, entirely, completely

Discourse

• a range of discourse markers expressing:

— addition

— cause and effect

— contrast

— sequence and time


• use of ellipsis in informal speech and writing

however

at a later date

as I was saying

sounds good


70

Level 1 Communicative functions and notions (Adult ESOL Core Curriculum)


• introduce others

• ask for personal information

• describe self/others

• ask for descriptions of people


• ask for descriptions of things, places



• narrate events in the past


• give factual accounts — define

• ask for definitions

• give factual accounts — classify

• give factual accounts — describe a simple process

• ask about processes

• generalise

• give examples

• express obligation and reasons

• express absence of obligation

• report information

• make requests in informal and formal situations — ask for something

• make requests in informal and formal situations — ask someone to do something for you

• make requests in informal and formal situations — ask for permission

• ask for confirmation

• respond to request for confirmation

• check back

• give views and opinions

• hypothesise

• explain, and give reasons

• show contrast, reason, purpose, consequence, result

• express feeling, likes and dislikes, hopes


• ask for advice and suggestions

• make suggestions and give advice

• make recommendations

• respond to request for instructions

• interrupt

• praise and compliment

• persuade

• complain

• warn

• take leave

Appendix 10

ESOL for Work Syllabus

Documents

component skills

reading writing paper38table

sample unit

trinity level

reading writing171

candidate profile82

candidate profile172

trinity entry