ESOL For Work Syllabus

Trinity Certificates in ESOL for Work Entry 3 & Level 1 Syllabus
Trinity College London 89 Albert Embankment London SE1 7TP UK T +44 (0)20 7820 6100 F +44 (0)20 7820 6161 E info@trinitycollege.co.uk www.trinitycollege.co.uk Patron HRH The Duke of Kent KG Copyright 2007 Trinity College London Published by Trinity College London First impression, August 2007
Contents
General introduction
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Trinity Entry 3 Certificate in ESOL for Work syllabus

Unit 1 Speaking & Listening
1. Candidate profile 3. Procedure 5. Guidance
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2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
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4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
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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
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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
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Trinity Level 1 Certificate in ESOL for Work syllabus

1. Candidate profile 3. Procedure 5. Guidance
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2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
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4. Assessment
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Examples of possible exchanges between examiner and candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Table showing task coverage of Speaking & Listening descriptors, component skills and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

1. Candidate profile
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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
Contents
Assessment system Regulations Appendices
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Appendix 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
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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
The Trinity Certificates in ESOL for Work focus on the language skills and contexts which are often encountered in the workplace. The qualifications are for learners from the age of 16 upwards and are specifically 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 the assessment of candidate performance has been guided by the desire to provide a fully quality-assured and professionally administered assessment package to course providers and learners.
Exam structure and levels of assessment

Trinity Certificates in ESOL for Work are funded and QCA accredited at Entry 3 and Level 1. Each qualification consists of two units. Unit 1 is a one-to-one Speaking & Listening examination, while Unit 2 combines 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.
Qualification awarded on completion of both units
Units within Trinity ESOL for Work qualifications

Unit 1 Speaking & Listening Interview 9 minutes 3 tasks
Trinity Entry 3 Certificate in ESOL for Work Qualification number: 500/2116/3
Unit 2 Reading & Writing Examination paper 60 minutes Part A: Entry 3 Reading 2 tasks Part B: Entry 2 Writing 1 task Unit 1 Speaking & Listening Interview 10 minutes 3 tasks
Trinity Level 1 Certificate in ESOL for Work Qualification number: 500/2115/1
Unit 2 Reading & Writing Examination paper 75 minutes Part A: Level 1 Reading 2 tasks Part B: Entry 3 Writing 1 task
ESOL for Work qualifications recognise that learners may have Speaking, Listening and Reading skills which are more advanced than their Writing abilities. At Entry 3, Writing is assessed at Entry 2 and for Level 1, Writing is assessed at Entry 3. However, overall Entry 3 and Level 1 Certificates are still awarded to candidates.
Reporting and banking of results

The Trinity Certificates in ESOL for Work have been designed to encourage candidate progression. This means that candidates can take a unit of a qualification and bank the result until they are ready to take the 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 the examination room. The marks awarded are transferred to a Composite marksheet by the examiner at the end of the examination day or session. All marksheets are returned to Trinitys Head Office and results are entered onto Trinity Online. No results of any kind will be communicated to the centre by the examiner at the end of the examination session.

Candidates sit the examination at their own place of learning. The papers are sent out by Trinitys Head Office and centres administer the test under secure test conditions. Test papers are returned to Trinity and are marked at Trinitys Head Office. Result slips, giving details of the marks achieved in Unit 1 and Unit 2, are issued for each examination taken. All candidates, irrespective of whether they have passed the unit or not, are notified of their results in this way. The result slips, and the certificates where appropriate, are posted to the Centre Representative after the necessary quality assurance checks have been carried out. This may include the moderation 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 hours

Each Trinity Certificate in ESOL for Work requires up to 150 guided learning hours. In learning a language the rate of progress varies considerably from person to person and depends on many factors including an individuals language background and experience of formal education. It is also affected by whether teaching and learning takes place in concentrated blocks or is spread more thinly over time.
About this syllabus

This syllabus is designed to provide details of all aspects of the ESOL for Work examinations. It is a working document which can be widely used in the classroom. As such it is a very important document for both teachers and learners. Guidance is provided which is designed to assist teachers in preparing candidates for the examination and describes how it will be conducted unit by unit. It also provides candidates and those preparing candidates with comprehensive coverage of the language requirements for each level and details of how each task relates to the Adult ESOL Core Curriculum descriptors and individual 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 details aspects of performance the candidate should demonstrate for each task at each level. These profiles are taken from the Adult ESOL Core Curriculum. Format outlines the content of the examination and gives details of examination phases and timings where applicable. Procedure describes the way in which the examination is conducted. Assessment gives general information on assessment and provides the Task-specific mark schemes which will be used by the examiner to assess the candidate. Guidance offers advice on preparation for the examination including sample tasks, key language items and communicative functions for this level, and gives actual examples of the kind of language which might 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 and rewarding experience and, of course, every success.
Trinity Certificates in ESOL for Work Entry 3 syllabus
Entry 3 Speaking & Listening
Trinity Entry 3 Certificate in ESOL for Work

In 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 persons work-related experience and follow straightforward narratives and explanations ask questions to obtain personal and work-related information.
2. Format
The 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 the examination, 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, past and present, as well as the candidates future aspirations. The examiner will ask the candidate to compare 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 job they have done in the past. The examiner responds quite briefly but on one topic produces an extended turn. The candidate is expected to comment on the content of the examiners 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 as written skills in English are not being assessed in this part of the examination. However, the content of the 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 1 will 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 while working, 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 emphasis for assessment purposes is on the candidates ability to narrate past events and express statements of fact. The examiner should not interrupt but may need to offer support at times if the candidate is unable to sustain the narrative. The examiner thanks the candidate and introduces the third task.
Entry 3
Speaking & Listening
Task 3 up to three minutes

The examiner selects a role play and reads out the situation to the candidate. The candidate is asked to provide 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 the candidate are responsible for maintaining the interaction which may require the candidate to ask for clarification. The candidate is offered support by the examiner if necessary.
4. Assessment
Examiners make their assessments with reference to the Generic performance descriptors as outlined in the Assessment system section of this syllabus, in combination with the Task-specific mark scheme provided on page 10. This details the actual performance and competence required for each particular Speaking & Listening task at Entry 3. The performance and competences are set out as in the Adult ESOL Core Curriculum either as general level descriptors or individual component skills, knowledge and understanding, depending on relevance to the actual task.
Entry 3
Unit 1 Speaking & Listening: Task-specific mark scheme

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, training or 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
3. Accuracy, range and appropriacy of the key language items

N.B. When assessing a candidates performance in this criterion, examiners are required to come to a judgement on the balance of competence in the items listed using the Generic performance descriptors for guidance.
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
Task 2 Narration of simple story related to work, training or study 1. Speak to communicate
Speak clearly to be heard and understood Express clearly statements of fact and short accounts Narrate events in the past

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 common irregular verbs with time markers Clauses joined with and/but/or Markers to structure spoken discourse Markers to indicate addition and sequence
Task 3 Role play Giving information in a formal work- or study-related context 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
2. Listen and respond 3. Accuracy, range and appropriacy of the key language items
N.B. (see above)
Use strategies to clarify and confirm understanding 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
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Entry 3
5. Guidance
In order to ensure that candidates are fully prepared to take the examination, those responsible for teaching and preparing learners should ensure that they are fully conversant with the requirements of the examination in terms of task requirements, relevant skills and knowledge and the language of the level. Details of these are set out in this section and in the subsequent table.
Task 1 Exchange of information regarding jobs, training or study

The aim of this task is to replicate as closely as possible, within the constraints of the candidates language competence, an authentic conversation that might occur between two people who, on a first meeting, discuss their work and occupations. Before the examination, candidates must complete a Personal Work and Study Profile (see Appendices 1 and 2) and bring it to the examination. The information the candidate provides will form the basis for an initial discussion about study and work. The examiner will ask the candidate to compare two jobs, courses or qualifications that he or she has completed or is interested in. Candidates are advised to anticipate the questions the examiner might ask and the comparisons they will be asked to make. They should be prepared to give examples, explanations and clarifications as requested by the examiner. This task is not intended to be a question/answer interrogation but an exchange and, as such, involves the candidate responding naturally to the examiner and asking the examiner questions. This might take the form of verbal and non-verbal signals to show that he or she is listening with understanding. Normal patterns of turn-taking come into play and candidates need to be familiar with these, including such strategies 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 persons 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 the examination, the candidate needs to prepare to narrate a story, related to their own work or study experience, for no more than two minutes. Timing is important and the candidate needs to consider how much 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 key words, into the examination room but he or she should not produce a full written text. This is also an opportunity 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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Entry 3
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 language and functions. The candidate is expected to deal with slightly unfamiliar situations and the task is therefore part role play, part simulation. The candidate should practise similar activities and, as well as initiating 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 candidate

The sample exchanges below show some ways in which examiners and candidates might express themselves during the different tasks. These are only examples, not models to be learned.
Task 1
Examiner Do you like working as a receptionist? Yes, I do. The work is interesting and you meet a lot of different people. Yes, I enjoyed working in a hotel one summer when I was a student. Really? Which hotel did you work at? Candidate
Which do you think has better facilities? I think Sandford College has better facilities than my old high school. Its a bigger building which is newer and cleaner. Here you can use computers, go to the gym and spend your free time more effectively.
Which job did you like best, in the supermarket or the factory? Good question I liked both for different reasons
Task 2
Candidate When I was working in the big warehouse on the Wrekin industrial estate, I went to the rest area to have my morning break. On the way back I passed the washroom and I saw smoke coming out under the door. I didnt know what to do. I ran to fetch the manager but he wasnt in his office. So I
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Entry 3
Task 3
Sample A
Examiner Your ESOL course has almost finished and you need to find a job. I am the Careers Officer. Tell me about your skills and find out about local vacancies. Good morning. How can I help you today? Good morning. My ESOL course finishes next month and I really need to start applying for jobs. Candidate
Sample B
Examiner You need to change your working hours as you have young children to look after. I am the Human Resources Manager. Tell me about your requirements and find out what rights you have. So, Mariam. Why have you asked to see me today? Hello. Im here to discuss my current working hours with you. Candidate
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Entry 3
Speaking & Listening table

The following table describes what the candidate is expected to do for Entry 3. It is linked specifically to the examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.
Task 1 Conversation with examiner in which information is exchanged regarding jobs, training or study Basic skills standards descriptor
Sc/E3.1 Speak clearly to be heard and understood using appropriate clarity, speed and phrasing
Component skills
Knowledge and understanding
Indicative language and/or behaviour
1a use stress, intonation and pronunciation to be understood and make meaning clear
recognise unstressed vowels and be instructor, than able to produce the schwa sound show awareness of where stress falls comparison, actually in multi-syllable words, and place stress appropriately be aware of the role of intonation in indicating feeling and attitude and in helping to make meaning clear be aware of the need to pause between sense groups distinguish between phonemes to avoid ambiguity worker, walker
1b articulate the sounds of English to make meaning clear Sc/E3.3 Make requests and ask questions to obtain information in familiar and unfamiliar contexts 3a make requests
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 questions in 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
Could you tell me ?
3b ask questions to obtain personal or factual information
Have you been there? What are they doing there?
Did you prefer your first job or your last one?
3d ask for descriptions be able to request descriptions of people, places and through direct questioning and more things open ways of asking Sc/E3.4 Express clearly statements of fact and give short explanations, accounts and descriptions 4a express clearly statements of fact 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 The material that they used wasnt strong enough.
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Entry 3
Task 1 (continued) Basic skills standards Component skills descriptor
Sc/E3.4 (continued) 4b give personal information
recognise direct and indirect requests for 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 subordinate clauses 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 and superlative form be able to express similarity and contrast through the use of markers such as but, however and comparative structures e.g. as as use strategies to interrupt at appropriate points to ask for clarification know non-linguistic ways of confirming understanding recognise a number of question types and understand the type and amount of detail required
There are people living there now who cant get a job. I thought she was very good. Didnt you?
4f give a short description and make comparisons
They are the biggest employers in the area. Its not as difficult as I thought.
Lr/E3.4 Use strategies to clarify and confirm understanding
4a clarify and confirm understanding through verbal and non-verbal means 5b respond to requests for information
Sorry, can I ask ?
Nods, smiles
Lr/E3.5 Respond to a range of questions about familiar topics Lr/E3.6 Listen to and respond appropriately to other points of view
6b listen to and be able to pick out the main points respond made by another speaker and appropriately to recognise his or her opinion other points of view
Task 2 Narration of an event which occurred while working or studying

Sc/E3.4 Express clearly statements of fact and give short explanations, accounts and descriptions 4a express clearly statements of fact use with some accuracy suitable verb forms (particularly contracted forms) to make clear the time together with appropriate time markers use a range of verb forms suitable for the level, particularly those which refer to past time, together with appropriate time markers show understanding of the way a narrative is normally structured, with introduction, development and conclusion, and be able to indicate sequence of events Ive been working there now for almost a year.
4c narrate events in the past
When I was young, still at school, I used to work in my uncles shop at the weekends. It was a small shop which sold newspapers, cigarettes, sweets and some groceries. One day while I was serving, a very strange man came in the shop. He looked
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Entry 3
Task 3 Role play Giving information in a formal work- or study-related situation Basic skills standards Component skills descriptor
Sc/E3.1 Speak clearly to be heard and understood using appropriate clarity, speed and phrasing 1a use stress, intonation and pronunciation to be understood and make meaning clear 1b articulate the sounds of English to make meaning clear 2a use formal language and register when appropriate

But do you agree?
be able to select appropriate words to carry stress and be able to utter the sentence, making the stress clear
distinguish between phonemes to avoid ambiguity
price, prize
Sc/E3.2 Use formal language and register when appropriate
be aware of the need to adapt register according to formality and use appropriate forms of address when greeting and leave-taking be aware of the need to adapt register according to speaker relationship be aware of the need to adapt register to the seriousness of the situation understand the way register can vary according to formality, speaker relationship or type of request understand that it is often important for a pre-request to precede a request
Good morning, sir. Im sorry, but I have to go now.
I really cant understand how that happened. Would you mind ?
Sc/E3.3 Make requests and ask questions to obtain information in familiar and unfamiliar contexts Sc/E3.4 Express clearly statements of fact and give short accounts, explanations and descriptions Lr/E3.3 Listen for and identify relevant information and new information
3a make requests
Im sorry, but could you say that again ?
4a express clearly statements of fact 4b give personal information
3b listen for relevant and new information in face-to-face situations
know some of the linguistic devices that speakers can use to draw attention to their main point ask for clarification where necessary and confirm understanding be aware of the need to summarise key points in certain circumstances in order to confirm understanding
The main thing is Basically May I just check ?
Lr/E3.4 Use strategies to clarify and confirm understanding
4a clarify and confirm understanding through verbal and non-verbal means
Right, so you said
16
Entry 3 Reading & Writing
Trinity Entry 3 Certificate in ESOL for Work

Trinity Certificates in ESOL for Work combine assessment of reading and writing into one written paper which 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 overall time 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 means that 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 whole of 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.
In order to demonstrate ability at this level, candidates will be expected to: 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. Format
The 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 questions Task 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.
17
Entry 3
Reading & Writing
Part B: Writing
This consists of one task based on the topic introduced in the Reading section. The task consists of writing a description of a person, place or event. Text type: Reader(s): Register: Tone/Style: Purpose: Word length: account, narrative, form manager/supervisor, teacher, job interviewer, employer semi-formal neutral, structured to inform, explain and record facts approximately 120 words
3. Procedure
Candidates 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 Trinitys Head Office and centres administer the test under secure test conditions, according to the guidelines issued by Trinity, 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 is awarded 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 as outlined in the Assessment system section of this syllabus, in combination with the Task-specific mark scheme provided below. This details the actual performance and competence required for the Writing task at Entry 2. The maximum possible number of marks for the Writing section is 15 with a pass mark of 10.
Unit 2 Writing: Task-specific mark scheme

Write a description of a person, place or event 1. Text focus: writing composition 2. Sentence focus: grammar and punctuation
Include and communicate relevant information about a place or person Compose a text, using an appropriate format and register for the readership Compose simple and compound sentences by using conjunctions such as and, but, so Use present simple and present continuous tenses, personal pronouns, definite and indefinite 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
3. Word focus: spelling and handwriting
Spell correctly common words and relevant key words for work and special interest Write legibly
5. Guidance
Reading: In order to prepare candidates for the Reading section, teachers are directed to the relevant section of the Adult ESOL Core Curriculum, pages 218231. Writing: In order to prepare candidates for the Writing section, teachers are directed to the relevant section of the Adult ESOL Core Curriculum, pages 156165.
18
Entry 3
Reading & Writing
Sample of Unit 2 Reading & Writing paper

Part A Reading
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 receive help quickly and safely. You should try to make sure that First Aid always happens in the workplace. 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 to receive adequate First Aid as quickly and safely as possible. Under Health and Safety regulations you must provide the equipment, facilities and personnel needed to make sure 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
(Source: www.healthandsafetyexecutive.gov.org)
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
19
Entry 3
Reading & Writing
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 dont 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
20
Entry 3
Reading & Writing
Part A Reading
Fire action
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:
H. T. Supermarket LUDLOW BYPASS SY6 7LY
DO NOT REPLACE RECEIVER UNTIL ADDRESS HAS BEEN REPEATED BY FIRE BRIGADE CALL FIRE BRIGADE IMMEDIATELY TO EVERY FIRE OR SUSPICION OF FIRE 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
21
Entry 3
Reading & Writing
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 B Lift receiver C Ask for FIRE State the address clearly Ask for FIRE State the address clearly Ask for FIRE Lift receiver State the address clearly
22
Entry 3
Reading & Writing
Part B Writing
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 happened b) the injuries and First Aid that you received
23
Entry 3
Reading & Writing
Reading table
Task 1 Explanatory or chronological text Basic skills standards descriptor
Rt/E3.1 Trace and understand the main events of chronological, continuous descriptive and explanatory texts of more than one paragraph Rt/E3.4 Identify the main points and ideas, and predict words from context Rt/E3.7 Scan texts to locate information Rt/E3.8 Obtain specific information through detailed reading
Component skills
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 is built up in paragraphed text recognise the common structure of paragraphs and how paragraphs link together to develop meaning recognise the significance of organisational structure and the different uses of paragraphs to build up meaning in texts understand that some parts of texts may be more important to overall meaning than others develop awareness of topic sentences
4a extract the main points and ideas, and predict words from context
7a scan different parts of texts to locate information 8a read every word to obtain specific information
understand that it is not always necessary to read every word to understand a text
understand when it is necessary to read every word to understand a text judge when detailed reading is necessary and when skimming or scanning is more appropriate and obtain appropriate information by reading in detail show awareness of the concept of key words
Rw/E3.1 Recognise and understand relevant specialist key words
1a recognise and understand relevant specialist key words
Task 2 Informational text, e.g. notices, signs, instructions etc.

Rt/E3.2 Recognise the different purposes of texts at this level Rt/E3.5 Understand and use organisational features to locate information 2a understand and distinguish the different purposes of texts at this level
5a locate organisational features, such as contents, index, menus, and understand their purpose 6a skim read key textual features for different purposes
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 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 clues to meaning 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
Rt/E3.6 Skim read title, headings and illustrations to decide if material is of interest Rt/E3.7 Scan texts to locate information
7a scan different parts of texts to locate information
24
Entry 3
Reading & Writing
Task 2 (continued) Basic skills standards descriptor
Rw/E3.1 Recognise and understand relevant specialist key words
Component skills
1a recognise and understand relevant specialist key words
show awareness of the concept of key words show knowledge of word families, shared roots and prefixes and suffixes to help read and understand some key specialist words understand that knowledge of prefixes and suffixes can be generalised to other vocabulary be aware of the importance of alphabetical order of letters within a word
Rw/E3.4 Use first- and secondplace letters to find and sequence words in alphabetical order
4a Use first- and secondplace letters to find and sequence words in alphabetical order
25
Entry 3
Reading & Writing
Writing table
Write a description of a person, place or event Basic skills standards descriptor
Wt/E2.1 Use written words and phrases to record or present information Ws/E2.1 Construct simple and compound sentences using common conjunctions to connect two clauses
Component skills
1a compose simple text, selecting appropriate format for the purpose
understand the concepts of purpose and audience generate ideas for writing, deciding what to include as appropriate to the purpose and audience
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 understand how adjectives can be used to extend information, convey attitude and detail about a noun know and use some common adjectives to describe people, places, feelings or objects understand word order of adjectives know and use the comparative form of adjectives understand that capital letters and full stops are boundary markers use commas correctly in a list
Ws/E2.2 Use adjectives
2a use adjectives
Ws/E2.3 Use punctuation correctly
3a use punctuation correctly
Ws/E2.4 Use a capital letter for proper nouns Ww/E2.1 Spell correctly the majority of personal details and familiar common words Ww/E2.2 Produce legible text
4a use a capital letter for proper nouns
understand when capital letters are used, e.g. for days, months, names of people and places
1a spell correctly the majority of personal details and familiar common words 2a produce legible text
26
Trinity Certificates in ESOL for Work Level 1 syllabus
27
Level 1 Speaking & Listening
Trinity Level 1 Certificate in ESOL for Work

In order to demonstrate ability at this level, candidates will be expected to: 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 persons 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. Format
The 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 the examination, the candidate must complete the Skills and Abilities Profile (see Appendices 3 and 4) and give this to the examiner. The profile will form the basis for questions about the candidates skills and abilities, work experience and their future aspirations. The candidate must be prepared to ask and answer 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 relevant questions 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 written skills in English are not being assessed in this part of the examination. However, the content of the form should 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 be voided 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-related process, either within the remit of a specific occupation or from the wider world of work. Before the examination, the candidate should prepare a process to talk about. For most of the presentation the examiner listens and gives verbal and non-verbal signs of encouragement. At the end of the presentation the examiner will ask one or two questions for clarification. The main emphasis for assessment purposes is on the candidates ability to speak clearly and to express statements of fact, structured in a logical sequence, and include detail where appropriate. The examiner thanks the candidate and introduces the third task.
28
Level 1

The examiner selects a role play and reads out the situation to the candidate. The possible scenarios may be familiar or unfamiliar to candidates and are likely to involve situations where the candidate needs to give feedback or a verbal report, or make a complaint and offer suggestions about future action. The candidate 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. Assessment
Examiners make their assessments with reference to the Generic performance descriptors as outlined in the Assessment system section of this syllabus, in combination with the Task-specific mark scheme provided overleaf. This details the actual performance and competence required for each particular Speaking & Listening task at Level 1. The performance and competences are set out as in the Adult ESOL Core Curriculum either as general level descriptors or individual component skills, knowledge and understanding, depending on relevance to the actual task.
29
Level 1
Unit 1 Speaking & Listening: Task-specific mark scheme

Task 1 Exchange of information regarding jobs, training or study 1. Speak to communicate
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 and future plans
Listen for and identify relevant information Listen to and understand narratives Respond to questions about present, past and future events

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
Task 2 Presentation Describing a work-related process 1. Speak to communicate

Speak clearly in a way which suits the situation Express clearly statements of fact, accounts and descriptions Present information and ideas in a logical sequence, include detail and develop ideas where appropriate

N.B. (see above)
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
Task 3 Role play Describing problems and suggesting solutions in a formal work or study situation 1. Speak to communicate
Speak clearly in a way which suits the situation Make polite requests and ask questions to obtain information in a formal setting
Use strategies to clarify and confirm understanding, appropriate for formal interactions 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)
30
Level 1
5. Guidance
In order to ensure that candidates are fully prepared to take the examination, those responsible for teaching and preparing learners should ensure that they are fully conversant with the requirements of the examination in terms of task requirements, the relevant skills and knowledge and the language of the level. Details of these are set out in this section and in the subsequent table.
Task 1 Exchange of information regarding jobs, training or study

The aim of this task is to allow the candidate the opportunity to discuss their work and training experiences. Before the examination, candidates must complete a Skills and Abilities Profile (see Appendices 3 and 4) and bring it to the examination. The information the candidate provides will form the basis for a discussion about their skills and abilities. When preparing their profiles candidates are advised to anticipate the questions the examiner might ask and they should be prepared to give further examples, explanations and clarifications. The conversation will also include discussing the candidates plans 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 candidates responsibility to respond by asking questions and extend the interaction by making comments and observations of their own. Candidates need practice not only in question-making techniques and language but also in conversation strategies of giving feedback, showing interest and making pertinent remarks which move the conversation forward. See the Task-specific mark scheme for specific skills and language related to this task.
Task 2 Presentation Describing a work-related process

This task involves the candidate giving a prepared presentation which describes a work-related process and answering one or two examiner questions about the process. The task provides the candidate with the opportunity to produce an extended turn which requires structuring in terms of logical sequencing and detail. Before the examination, the candidate needs to prepare a two-minute presentation. Timing is important and the candidate needs to consider how much material is required for a presentation 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 into the examination room but this is not always necessary and in all events such not be a full written script. Candidates are also advised to anticipate potential questions 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 of sequence, addition, cause and effect and the use of the passive verb form. (See Task-specific mark scheme opposite.) Presentation skills such as these are common to the business and academic world and there are numerous published materials relevant to these fields which provide useful practice for candidates. 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 language and functions. The candidate is expected to deal with unfamiliar situations and the task is therefore part role play, part simulation. This requires polite but sometimes assertive language while also showing understanding of the information received in order to respond appropriately. See the Task-specific mark scheme for specific skills and language related to this task. 31
Level 1
Examples of possible exchanges between examiner and candidate

The sample exchanges below show some ways in which examiners and candidates might express themselves during the different tasks. These are only examples, not models to be learned.
Task 1
Examiner I see from your profile that you used to be a waiter. Tell me about that job. It was okay, I suppose. But I had to work very late and the wages were not so good. And now you work in the hospital. Yes, Im an auxiliary nurse which I enjoy much more. Tell me about your first few days at this college. First of all when I came to college, it was only about two months after I arrived in this country When I came to the class, I found it very different from my country. All things were different and I was really shy I couldnt talk After a few days, I found everyone very friendly In what ways is college here different from your country? Well, the facilities are much better and the teachers are friendlier. Can I ask you what was your first job? I used to work for an oil company as a salesman. Thats very different from teaching. Why did you change your job? I suppose I got tired of the constant pressure to increase sales and and all the travelling. Once I got married I wanted to spend more time at home. And you became a teacher. Were you happy about the change? Yes, very much so. I found it very rewarding. What are your plans for the future as far as work is concerned? Ive applied for a job as a check-in clerk at the airport and Ive got an interview next week. Oh, well done. Congratulations! I hope youre successful. Thank you. Candidate
Yes, I can see that.
32
Level 1
Task 3
Sample A
Examiner I recently bought a DVD player at your shop but it doesnt work. I am going to tell you the problem. You need to tell me what you are going to do about this. I bought this DVD player here last week and it doesnt work. Thats very strange. What happened when you tried to use it? When I tried to play one of my DVDs on it there was no picture or sound. And when I took the disc out it was damaged. There was a funny smell. I see. Candidate
Sample B
Examiner You work in a factory. There is a staircase which is dangerous and old and you think somebody could have an accident. I am your manager. Tell me what the problem is and say what you think should be done. Hello Yasmin. How can I help you? Has anyone else been to speak to you about the stairs? I think theres going to be an accident. Candidate
33
Level 1
Speaking & Listening table

The following table describes what the candidate is expected to do for Level 1. It is linked specifically to the examination tasks. The notation used is the same as that used in the Adult ESOL Core Curriculum.
Task 1 Exchange of information regarding jobs, training or study Basic skills standards Component skills descriptor
Sc/L1.1 Speak clearly in a way which suits the situation 1a use stress and intonation, so that meaning is clearly understood

No, I dont work there now. I used to work there. I saw the accident when I was walking to the canteen. Have you been working here a long time? Which town did you prefer to live in?
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 clear the distinction between them use accurately verb forms appropriate to this level be able to ask questions in a range of contexts, e.g. ask for personal information, ask for comparison etc.
Sc/L1.2 Make requests and ask questions to obtain information in familiar and unfamiliar contexts Sc/L1.3 Express clearly statements of fact, explanations, instructions, accounts and descriptions
2b ask for information
3a express statements of fact
form simple, compound and complex sentences, and other common shorter forms use with accuracy grammatical forms suitable for Entry level and other forms suitable for this level use a range of narrative tenses to give precise information about past time understand that there is a usual structure for an anecdote or narrative and be able to organise a narrative accordingly be aware of the role of pitch and intonation in maintaining the interest of listeners be able to use a range of markers to indicate that they are listening, as well as more positive response markers
It had been, yes.
The policeman told us it hadnt been reported. I had never seen anything like it. Set the scene, describe the sequence of events, express own reaction
3c narrate events in the past
Lr/L1.1 Listen for and identify relevant information from explanations and presentations on a range of straightforward topics Lr/L1.2 Listen for and understand explanations, instructions and narratives on different topics in a range of contexts Lr/L1.5 Respond to questions on a range of topics
1b extract relevant information from a narrative or explanation face-toface and respond
Oh no! Yes, quite right.
2a listen to an explanation or narrative
be aware that narratives often follow predictable patterns and use this understanding to predict content
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
34
Level 1
Task 2 Presentation Describing a work-related process Basic skills standards descriptor
Sc/L1.1 Speak clearly in a way which suits the situation
Component skills

export (noun), export (verb)
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 stressed syllable 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 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 be aware of the fact that ideas and information can be sequenced in different ways be able to use discourse markers indicating sequence and verb forms
It passes systems checks
Sc/L1.3 Express clearly statements of fact, explanations, instructions, accounts and descriptions
3a express statements of fact
3b give factual accounts
It was developed by
After that but before
3d give explanations and instructions
Sc/L1.4 4a present information Present information and and ideas in a ideas in a logical logical sequence sequence and include detail and develop ideas where appropriate
Task 3 Role play Describing problems and suggesting solutions in a formal work or study situation
Sc/L1.1 Speak clearly in a way which suits the situation 1c use formal language be aware of the need to adapt and register where register according to the formality appropriate of the situation or seriousness of the situation or the relationship between speakers 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 a pre-request be able to ask questions for descriptions, comparison etc. 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 indicate what is fact and what is opinion Could you please inform me ?
Sc/L1.2 Make requests and ask questions to obtain information in familiar and unfamiliar contexts
Would you mind ?
As there seems to be a problem, could I suggest How would that improve the situation? The nicest person in the office is Jane, the managers PA. The number of workers has grown enormously in the last month. The new computer system is much slower and its created more work than before. frowns Im so sorry but Would you be able to explain to me ?
Sc/L1.3 Express clearly statements of fact, explanations, instructions, accounts and descriptions
3e describe and compare
Lr/L1.3 Use strategies to clarify and confirm understanding
3a use strategies to clarify and confirm understanding
understand that a listener can use visual and verbal signals to confirm or query understanding be able to use a range of ways of asking for clarification or repetition, appropriate for formal interactions
35
Level 1 Reading & Writing
Trinity Level 1 Certificate in ESOL for Work Unit 2 Reading & Writing
Trinity Certificates in ESOL for Work combine assessment of reading and writing into one written paper which 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 overall time 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 means that 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 whole of 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.
In order to demonstrate ability at this level, candidates will be expected to: 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. Format
The 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 questions Task 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) sentence completion ranking exercise matching exercise table completion.
36
Level 1
Reading & Writing
Part B: Writing
This consists of one task based on the topic introduced in the Reading section. The task consists of writing an account of a work-related event or experience. Text type: Reader(s): Register: Tone/Style: Purpose: Word length: account, narrative, form manager/supervisor, teacher, job interviewer, employer semi-formal factual, structured, direct to inform, explain and record facts approximately 250 words
3. Procedure
Candidates 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 Trinitys Head Office and centres administer the test under secure test conditions, according to the guidelines issued by Trinity, 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 as outlined in the Assessment system section of this syllabus, in combination with the Task-specific mark scheme provided below. This details the actual performance and competence required for the Writing task at Entry 3. The maximum possible number of marks for the Writing section is 15 with a pass mark of 10.
Unit 2 Writing: Task-specific mark scheme

Task 1 An account of a work-related event or experience 1. Text focus: writing composition
Compose a text, organised into short paragraphs, using an appropriate format and register for a semi-formal account suitable for the readership Sequence events logically using suitable sequence words, connectives and discourse markers
2. Sentence focus: grammar and punctuation

Compose complex sentences consisting of a main and one or more subordinate clauses and introducing defining relative clauses using who, which, that Use present perfect, used to and past continuous in conjunction with simple past to clarify the chronological sequence Use correct subjectverb agreement Use punctuation correctly, e.g. capital letters, full-stops, commas, exclamation marks Use complex adverbial phrases of time, place, frequency and manner.
3. Word focus: spelling and handwriting
Spell correctly words used most often in work, study and daily life Write legibly
5. Guidance
Reading: In order to prepare candidates for the Reading section, teachers are directed to the relevant section of the Adult ESOL Core Curriculum, pages 292303. Writing: In order to prepare candidates for the Writing section, teachers are directed to the relevant section of the Adult ESOL Core Curriculum, pages 232243.
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Level 1
Reading & Writing
Sample of Unit 2 Reading & Writing paper

Part A Reading
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 believe you have not been given your rights at work, or feel you have been discriminated against. Whatever the reason, its best to talk it through when it happens. You may be able to resolve a minor dispute through an informal meeting. Serious disputes may require a formal meeting and negotiations**. Many employers already have detailed disciplinary and grievance procedures. Make sure you know what they are. These procedures can help you discuss your concerns in a structured way and identify a solution. This will also stop problems getting worse and may prevent timeconsuming and costly legal action. Grievance procedures If you are unhappy about the way you are (1) treated at work, check your contract or your staff 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 be someone senior you can appeal to. If you are not given the opportunity to try to resolve your grievance, this could be a breach of contract. Do not resign before getting advice about whether you have any grounds for bringing a claim before an employment tribunal. Disciplinary procedures Disciplinary procedures at your place of work should be (2), clear and efficient. Your contract or staff handbook may contain information about any disciplinary rules. At the very least, 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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Level 1
Reading & Writing
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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Level 1
Reading & Writing
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 dont 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. B 2. 3. 4. 5.
40
Level 1
Reading & Writing
Level 1 Sample paper 1 for Part A Reading Part A Reading

(?)
For what reasons can an employer sack an employee? Here is a simple guide to when employers can legally dismiss employees. Misconduct For gross misconduct, such as theft or an assault on a colleague, you can be sacked immediately. If you are lazy, or fail to meet job requirements, your employer must give you several written warnings first. Incapacity (e.g. through illness) Have you injured yourself doing manual work in your workplace. Your employer should look at putting you in another position within the organisation. If you are incapacitated through illness, your company must show they have acted reasonably, e.g. by sending their own doctor to examine you. Redundancy Your employer should have stated the posibility of redundancies in the past to you 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)
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
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Level 1
Reading & Writing
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 an alternative 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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Level 1
Reading & Writing
Part B Writing
Task 1
You have received the following form at work. Complete the form and give as much information 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 over 30 minutes. You have been given two verbal warnings about this but the situation has not improved. Before any disciplinary action is taken against you, you have the right to reply. Please state your 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.
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Level 1
Reading & Writing
Reading table
Task 1 Explanatory or chronological text related to work or study Basic skills standards descriptor
Rt/L1.1 Trace and understand the main events of continuous descriptive, explanatory and persuasive texts
Component skills
1a understand and identify the different ways in which meaning is built up in a range of paragraphed texts
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 and vocabulary all contribute to determining overall sense understand that meaning in texts can be implied as well as explicitly stated 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 be aware that texts of the same type share common structural features and understand how this helps readers find information
Rt/L1.3 Identify the main points and specific detail and infer from images meaning which is not explicit in the text
3a understand how main points and specific detail are presented and linked
Rt/L1.4 Use organisational and structural features to locate information Rs/L1.1 Use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, to try out plausible meanings and to read and check for sense Rw/L1.1 Use reference material to find the meaning of unfamiliar words
4a use organisational and structural features to locate information e.g. subheadings, paragraphs 1a use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, to try out plausible meanings and to read 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
2a recognise and understand the 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 language and other textual features are used to achieve different purposes, e.g. to instruct, explain, describe, persuade 2a distinguish how language and 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 sorts of texts to read for pleasure and interact with texts in different ways recognise that different strategies are useful for different purposes be able to judge when detailed reading is necessary
Rt/L1.5 Use different reading strategies to find and obtain information
5a use skimming, scanning and detailed reading in different ways for different purposes
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Level 1
Reading & Writing
Task 2 (continued)
Rs/L1.1 Use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, to try out plausible meanings and to read and check for sense 1a use implicit and explicit grammatical knowledge, along with own knowledge and experience to predict meaning, to try out plausible meanings and to read and check for sense 2a Use punctuation to help understanding 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
Rs/L1.2 Use punctuation to help understanding
have a secure knowledge of end-of-sentence punctuation in helping to make sense of continuous text recognise the use of commas to separate clauses in complex sentences 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
2a recognise and understand the vocabulary associated with different types of text 3a recognise and understand an increasing range of vocabulary, applying knowledge of word structure, related words, word roots, derivations and borrowings
Rw/L1.1
be aware that some words are related to each other in form and meaning, and use this knowledge to help understand new words be aware of the origin and meaning of common prefixes and suffixes
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Level 1
Reading & Writing
Writing table
Task 1 An account of a work-related event or experience Basic skills standards descriptor
Wt/E3.2 Organise writing in short paragraphs
Component skills
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 understand the importance of chronological sequencing of events in personal writing understand the sequence words, conjunctions and connectives understand that proofreading is a way of checking the content and expression
Wt/E3.3 Sequence chronological writing
3a show sequence through the use of discourse markers and conjunctions 4a proofread to check for content and expression
Wt/E3.4 Proofread and correct writing for grammar and spelling Ws/E3.1 Write in complete sentences
1a write using complex sentences
understand that the most basic form of a complex sentence consists of a main clause and one subordinate clause understand that sentences can be amplified by expanding the information around the noun understand the importance of register 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 understand that full stops and capital letters are sentence boundary markers understand how punctuation varies with formality
Ws/E3.2 Use correct basic grammar
2a use basic sentence grammar accurately
Ws/E3.3 Use punctuation correctly
3a use punctuation to aid clarity in relation to beginnings and ends of sentences 1a apply knowledge of spelling to a wide range of common words and special interest vocabulary
Ww/E3.1 Spell correctly common words and relevant key words for work and special interest Ww/E3.2 Produce legible text
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Assessment system
Assessment system
Trinity ESOL for Work table of possible total marks and pass marks per level
Unit 1 Speaking & Listening total marks Speaking & Listening pass mark Unit 2
Level of qualification
Reading total marks
Reading pass mark
Writing total marks
Writing pass mark
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 to pass Reading and fail Writing (or vice versa) and still achieve the unit overall.

For all levels, the examiner uses two documents to assess the candidates 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 is calculated 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 be demonstrated by the candidate in the relevant communicative skills and key language functions and items. There are three levels of performance: Band A Secure pass Band B Pass Band C Fail. There are two sets of Generic performance descriptors which are used to assess the following assessment strands: Set one: coverage of component skills Set 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.
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Assessment system
Generic performance descriptors Speaking & Listening

These generic descriptors are to be used in conjunction with the Task-specific mark scheme for each task at each level. For each task at Entry 3, the examiner uses the three generic band performance descriptors to assess the candidates 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 assess the candidates performance on a 7-point scale (0, 1, 2, 3, 4, 5 and 6).
Assessment strands
Coverage of component skills, knowledge and understanding of the level 1. Speak to communicate 2. Listen and respond 3. Engage in discussion
Secure pass
The candidates contributions provide sustained evidence of good coverage of the relevant component skill(s), knowledge and understanding throughout the task in each of the three standards. The candidate achieves the communicative purpose of the task with ease and independently without the need for support from the examiner.
Pass
The candidates contributions provide some evidence of coverage of the relevant component skill(s), knowledge and understanding in each of the three standards. The candidate achieves the communicative purpose of the task but may need some support from the examiner to do so.
Fail
The candidates contributions provide limited evidence of coverage of the relevant component skill(s), knowledge and understanding in each of the three standards. The candidate only partially achieves the communicative purpose of the task even with the support of the examiner.
4. Accuracy, range and appropriacy of the key language items of the level
The candidate uses a wide range of specified items successfully. These are well controlled and are used appropriately and consistently throughout the task. There are few inaccuracies.
The candidate attempts to use a range of the specified items. The candidates contributions are mostly appropriate for the task and are generally well controlled although some inaccuracies may be evident but do not impede communication.
The candidate produces very few samples of the key language items. These are not well controlled and inaccuracies can impede communication. The candidates contributions may not, at times, be appropriate for the task.
Reading
At both levels, a number of assessment tools are utilised. These include: sentence completion multiple choice ordering matching exercise table completion. Each item attracts one mark and these are totalled to give the final total score. There is a fixed pass mark at each level.
Writing
The marker uses two documents to assess the candidates 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 be demonstrated by the candidate in the relevant communicative skills and key language functions and items.
48
Assessment system
There are three levels of performance: Band A Secure pass Band B Pass Band 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 Sentence focus: grammar and punctuation Word focus: spelling and handwriting 40% 40% 20%
Whilst the importance of correct spelling and legible handwriting is acknowledged, it should not be possible for a candidate to pass Unit 2 by spelling every word correctly and writing beautifully and yet not 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 mark scheme for the Writing task in Unit 2.
Assessment strands
Text focus: written composition
Secure pass
The candidate achieves the communicative purpose successfully and with ease by consistently addressing the identified readership in an appropriate layout, style and register and including all relevant content material. The candidate demonstrates knowledge and control of the required text organisational features.
Pass
The candidate achieves the communicative purpose in a limited way by attempting with some success to address the identified readership and by using layout, style and register appropriate to the task. Most of the relevant content material as indicated by the question rubric is included. The candidate shows awareness of the required text organisational features.
Fail
The candidate only partially achieves the communicative purpose by attempting with limited success to address the identified readership. At times, layout, style and register are not appropriate to the task. Only some of the relevant content material as indicated by the question rubric is included and there are significant omissions. The candidate attempts to use organisational features with limited success. There is some evidence of an attempt to use a few of the stated grammatical items and language functions but these are not well-controlled and inaccuracies may impede communication. Sentence structure is not well-controlled and correct punctuation, although attempted, is not achieved consistently. Some key words are spelt correctly. Spelling is not consistent. Text may be difficult to read in places.
Sentence focus: grammar and punctuation
A range of the stated language items and relevant language functions is used accurately, consistently and appropriately throughout the writing. Sentence structure is accurate and the writing is characterised by a high level of control of punctuation.
There is evidence of the ability to use the stated grammatical items and language functions with a degree of control although inaccuracies may be evident and the full range may not be employed successfully. Sentence structure is appropriate and punctuation is used successfully to convey the intended meaning. Spelling of key words is accurate and text is for the most part legible.
Word focus: spelling and punctuation
Spelling is consistently accurate and text is legible throughout.
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Regulations
Regulations
Eligibility for examinations
The Trinity Certificates in ESOL for Work are for learners whose native language is not English. The diversity of candidature for the ESOL for Work examinations means that finite statements of prior learning are not appropriate. Candidates from outside the UK may have followed different curricula from those in use in England or may even have had no formal education. They may therefore approach Trinity ESOL for Work examinations with no previous formal examination record, or with a record gained through the state school examinations of the country in which they have studied, or with qualifications granted by any other awarding body. The types of organisation that these qualifications will appeal to include public and independent sector institutions 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 highly diverse. Even within one teaching group, these backgrounds may span a wide continuum, ranging from those with no previous education or employment at one end to highly educated professionals at the other. The assessment tasks and their contexts are suitable for adult client groups, and take into account the 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 communicative competence is defined in the standards for adult literacy and the Adult ESOL Core Curriculum. The prior language, knowledge and attainment required for registration is that defined in the standards and specification 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 same examination session. A minimum period of one month must elapse between a candidate attempting a Trinity ESOL for Work examination at one level and the same examination at another level. Failure to observe this rule may result in both examinations being voided with no refund payable. If a candidate does not reach the level required to pass and wishes to re-sit an examination, a minimum of one month must elapse before the candidate may enter again. There is no restriction on candidates entering for the same or a different level of assessment in other Trinity 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 a higher 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 prepared according to the requirements of the current syllabus. It is the responsibility of the centre to ensure that they and the candidate are following the current syllabus and regulations. Any updates and amendments will 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 be subject to a surcharge. These dates are listed in the UK ESOL Centre Handbook or can be obtained from Trinitys 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).
50
Regulations
the administration of the substitution is performed by the centre using Trinitys administration system Trinity Online*. The centre must print off new examination material for the revised enrolment.
Replacement certificates
Replacement certificates are available although an administration fee will be charged. All replacement certificates 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 be required to present proof of identity, in writing, to obtain the replacement certificate. The certificate replacement request form can be found in the Centre Handbook.
Candidates with special educational needs/disabilities

Trinity welcomes entries from candidates with special educational needs and disabilities. Adjustments are implemented according to individuals disabilities reflecting their usual method of working, the assessment requirements and the guidelines stipulated by the regulatory authorities as well as the Joint Council for Qualifications. The same standard of assessment applies to all candidates, regardless of any disability, and allowances will 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. The specific condition and request for special needs dispensation should be inputted on the candidates record on Trinity Online. Details of how to indicate special needs are explained in the candidate enrolment instructions available via Trinity Online. No alteration to the special needs candidates details can take place after registration. Owing to the extra preparation time required to provide individual tests for disabled candidates, late entries or entries which do not contain full details of the nature of the disability will not normally be accepted. If a late entry has been accepted but the examination cannot take place, the fee will be refunded (at the discretion of Trinity) but the surcharge will be retained to cover costs of administration of the late entry. In order to prepare Braille tests for candidates, centres are required to give a minimum of two months notice.
Evidence to Trinitys Head Office

All provision for special needs candidates is adjusted to the particular needs of each candidate. To be most beneficial to candidates, as full an explanation as possible of the nature of the special needs and potential modification to the procedure of the examination is required. Appropriate documentary evidence of special assessment needs must be supplied at the time of enrolment. Special provision will not be given without this information. This must be a current medical certificate or, in the case of dyslexic candidates, a report from an education psychologist (a chartered educational psychologist, a full or affiliate member of the Association of Educational Psychologists or a person employed by a local education authority as an educational psychologist). Reports from psychologists of other disciplines (e.g. clinical) are not acceptable. Details of medical and psychological reports are not disclosed to anyone, including examiners. Trinity College London reserves the right to turn down requests for provision if sufficient information is not provided.
* Trinity Online gives registered individuals and centres in the Trinity network worldwide direct access to their own candidate information held on Trinitys 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.
51
Regulations
Equal opportunities policy for examination candidates

Trinity 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 employment status. Trinity endeavours to provide examinations for candidates with disabilities but owing to the nature of the examinations, some disabilities, such as the inability to speak, will prevent the candidate from fulfilling 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 be informed by Trinitys Head Office should the examiner have any special needs. Braille certificates are available for visually impaired candidates. Requests for Braille certificates should be made at the time of entry.
Absence through sickness

A candidate who is sick and cannot take the examination may apply to Trinitys Head Office for a half-fee re-entry permit, enclosing a medical certificate. Applications for re-entry permits must be made within 30 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 of half 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 circumstances
All examinations are assessed on the basis of the performance given on the day of the examination without regard to any external circumstances. When a candidate infringes examination regulations, the examination will continue without comment by the examiner so that, wherever possible, candidate performance in other parts of the examination is unaffected. 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 to time and to record these examinations (audio or video, as appropriate) for monitoring purposes. These procedures are an essential feature of Trinitys commitment to the consistency of marking and administration by its examiners and are in no way detrimental to the candidate. Every effort will be made to give advance notice of such monitoring sessions and wherever possible arrangements will be discussed with the registered centre involved. In normal circumstances, no other person is permitted to be present in the examination room. Special arrangements 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 mutual convenience of the centre and the examiner. During the planning process, the centre may be approached regarding alternative dates for delivery.
52
Regulations
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 locations planned. However, there may on occasion be exceptional circumstances that mean we are not able meet our commitment. This would include, for example, lack of examiner availability, national strikes, labour disputes or industrial disruption, natural disasters, widespread disruption of travel, terrorist attacks or acts of war.
Appeals procedure
Entry for Trinity examinations constitutes acceptance of the professional judgement of the examiners. Those stakeholders who wish to question the outcome of Trinity College Londons examinations in ESOL for Work should use the procedure outlined in the following section. In any other dispute concerning the conduct 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 one broad 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 Trinitys Head Office. These documents 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 be accompanied by a fee of 10 per candidate per paper. This is to cover administration and additional markers 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 either oral or written provided by the examiner(s). The target time for resolving appeals is 21 days from the date of receipt. The outcome of a successful appeal may be a revision to the marks awarded or the opportunity of a free re-examination, usually at the same centre. In the event of a re-examination being offered, a time limit will normally be prescribed in the interests of all concerned. Any such re-examination will terminate the appeals procedure.
Second level of appeal

Those who are not satisfied with the decision of the Chief Examiner and to whom a re-examination is not offered may proceed to a second level of appeal to the Director of Language Examinations. Such appeals should state the further grounds on which they are pursued and should be postmarked not later than fourteen days from the date of the previous decision. The further appeal will be handled in the same way as above. Second-level appeals should be accompanied by a fee of 25 per candidate, made payable to Trinity College London. For appeals involving more than five candidates, a maximum fee of 125 applies.
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Regulations
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 appeals should state the further grounds on which they are pursued and should be postmarked not later than fourteen days from the date of the previous decision. A fee of 50 per candidate (or 250 for five or more candidates) should be enclosed with the further appeal, which will be handled by the Chief Executive in association with an independent member of the Review Board for Language Examinations in the same way as above.
General notes
In the event that an appeal is upheld, the appeal fee will be returned; otherwise the fee will be retained by Trinity.
Review Boards
Trinitys 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 Trinitys work to the needs of the sector. The membership of Trinitys independent Review Boards, which meet on an annual basis or as requested by the independent Chair of each Board, is drawn from the professions concerned. Members of the Review Boards are invited to the Board for a fixed period of time by the Chief Executive in consultation with the Chair. The Chair of each Board is appointed by the Chief Executive, generally for a period of three 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 Londons assessments. This includes but is not restricted to issues of syllabus and examination design, panel membership, and monitoring of results. All meetings are minuted, are conducted with and without Trinity staff in attendance, and the Chief Executive is informed of any recommendations which he is expected to respond to and report back on.
Customer service
Trinity strives constantly to update and improve its syllabuses. Amendments and additions are published on the website at www.trinitycollege.co.uk/esol The website is also a source of general information about Trinity and its services. A Customer Service Statement is available on the website.
Malpractice statement and policy

Trinity takes very seriously any attempt on the part of individual candidates or centres to influence the outcome 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 implement all the measures described there in order to ensure that all candidates at the centre and at all other centres around the world have an equal opportunity to demonstrate their abilities. Examiners must be able to conduct the examinations without fear of pressure, coercion and recrimination. The examiner must not be placed in a position where the ability to deal with individual candidates equally and fairly is likely to be affected. Centres are deemed to be responsible for the conduct of the examination session and the behaviour of their candidates.
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Regulations
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 candidates are disadvantaged impersonating another candidate cheating by copying anothers 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 examiners 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 in the Code of Practice altering official documentation such as Individual marksheets and Certificates attempting to influence the examiners 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 any incidence 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, candidates 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 the examination again with the centre meeting the costs. The centre can be de-registered.
55
Regulations
Individual candidates:
Results will not be released. Certification will be withheld.
Data Protection
Trinity College London is registered as a Data Controller with the Information Commissioners Office in the UK under the Data Protection Act 1998. The Act requires that there should always be a legitimate basis for the processing of personal data and that the processing and collection of data be accurate, fair and lawful. Trinity is required to ensure that those to whom the data relate are aware of the purposes for which their data may be used, disclosed or transferred. Trinity and its Agents collect and process candidate/representative and centre data for the purpose of examination 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 and to centres and representatives. Personal data is transferred to third parties for the purpose of registering candidate entries and the results of examinations onto Trinitys online registration system. Trinity also collects and processes data to respond to requests for information from members of the general public. This is the sole purpose of the collection of this data. Additionally, Trinity collects and processes data on individuals who have consented to the use of their names and addresses being retained for the purpose of providing them with Trinity event and examination information on a regular basis. Trinity will amend and update inaccurate personal data upon receipt of a hard copy written request to do so, with evidence of the individuals identity. Please write to Trinitys Head Office. The address to write to is 89 Albert Embankment, London, SE1 7TP, UK. Trinity retains personal data for statistical analysis and to replace certificates upon request from candidates. All candidate/representative and centre data is stored securely. Once candidate certificates are 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 syllabus should 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 Trinitys obligation to administer examinations. Furthermore, Trinity communicates candidates personal data back to colleges or examination centres for distribution 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 to personal data records. Trinity will respond to requests from individuals for information to which they are entitled within 40 days of receipt of written requests. Requests will only be considered from persons who can prove that they are/were: candidates, or have written authorisation to act for candidates.
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Regulations
Proof of candidate identity needs to be enclosed with a signed letter from the candidate/representative making the request. Trinity will only consider the 40-day deadline active once all requested data, both proof of identity and a signed letter, is received at Trinitys Head Office. Copies of Trinitys Data Protection policy and procedures are available on the Trinity website www.trinitycollege.co.uk
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Appendix 1
Trinity Entry 3 Certificate in ESOL for Work Unit 1 Speaking & Listening Personal Work and Study Profile
Candidate name: Centre: Date of examination:
1. Education/training: Dates Schools/colleges attended Qualifications achieved
2. Work experience: Dates Employer Job title
3. Future plans: What are your short-term career goals?
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Appendix 2 (example)
Trinity Entry 3 Certificate in ESOL for Work Unit 1 Speaking & Listening Personal Work and Study Profile
Candidate name: Centre:
Agata Kalak 20 June 200X
Trinity Anycentre
Date of examination:
1. Education/training: Dates
Schools/colleges attended
Qualifications achieved
2000-2006 2007-present
Spoleczne Liceum Ogolnoksztalcace, Warsaw Trinity Anycentre, London
Leaving certificate Working towards Entry 3 ESOL for Work
2. Work experience: Dates Employer Job title
2005-2006 2007-present
Ahold Supermarket, Warsaw Hughes family, London
Delicatessen assistant (part-time) Au pair and domestic cleaner
3. Future plans: What are your short-term career goals?
I am keen to carry on working as an au-pair until I return to Poland in September.

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Appendix 3
Trinity Level 1 Certificate in ESOL for Work Unit 1 Speaking & Listening Skills and Abilities Profile
Candidate name: Centre: Date of examination:
Skills and abilities:

Education/training:

Work experience:
Future plans: What are your short-term career goals?
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Appendix 4 (example)
Trinity Level 1 Certificate in ESOL for Work Unit 1 Speaking & Listening Skills and Abilities Profile
Candidate name: Joao Corte Centre: Trinity Anycentre Date of examination:
Skills and abilities:
20 June 200X
Can do basic computer programming. Fluent in Portuguese and Spanish. Studying English and Arabic. 100% timekeeping and attendance record.
Education/training:
High School Certificate in South America and first degree in Law. Qualified First Aider. Attends part-time ESOL classes two evenings a week.
Work experience:
For the past two years, worked as a legal assistant in solicitors office. At university, worked in the Student Support Office.
Future plans: What are your short-term career goals?
My ambition is to do a Bar Vocation Course and continue to work at the solicitors office to gain more experience.
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Appendix 5
Entry 2 Key language items (Adult ESOL Core Curriculum)

Simple and compound sentences
word order in compound sentences, e.g. subjectverb(object) + and/but + subjectverb(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 We went shopping yesterday. I want to buy some fruit. I heard him come in. I work in a shop but my friend works in an office
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 Can you tell me You arrived last year, didnt you?
Noun phrase
countable and uncountable nouns simple noun phrases object and reflexive pronouns determiners of quantity any, many roads, trees, houses happiness, water, information a large red box I gave him my book. We enjoyed ourselves very much. Have you any oranges? We havent many left.
use of articles including: definite article and zero article with uncountable nouns definite article with superlatives Water is important for life. The traffic is bad today. the best example
possessive s and possessive pronouns
mine, yours
62
Appendix 5 (continued)
Verb forms and time markers in statements, interrogatives, negatives and short forms
simple present tense of regular transitive and intransitive verbs with frequency adverbs and phrases simple past tense of regular and common irregular verbs with time markers such as ago future time using: present continuous going to, will time markers modals and forms with similar meaning: must to express obligation mustnt to express prohibition have to, had to to express need could to make requests couldnt to express impossibility use of simple modal adverbs very common phrasal verbs possibly, probably, perhaps get on/off/up/down Could you? We are meeting him at 6 oclock. Im going to wash my hair tonight. next week, in two days time 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.
Adjectives
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
Adverbs and prepositional phrases

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 after that in the morning, at the bus stop always, sometimes carefully, quickly He always brought food to our house early in the morning. really, quite, so until tomorrow, by next week, by the river, at midnight, at once
Discourse
adverbs to indicate sequence use of substitution markers to structure spoken discourse first, finally I think so, I hope so Right. Well.
63
Appendix 6
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 peoples 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 64 persuade
Appendix 7
Entry 3 key language items (Adult ESOL Core Curriculum)

Simple, compound and complex sentences
variations in word order word order in complex sentences On the first floor is Recruitment is an annual event which takes place in June.
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 using Entry 3 tenses When the red light goes out, you press the button. I didnt finish my work yesterday because I was too tired. They didnt have an appointment this week so I had to make one for next week. If it rains, Ill catch the bus. Although she cant 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? Youve got your documents back, havent you?
Noun phrase
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 The book you gave me This is a perfect example An architect is a person who designs buildings. fair-haired people with sensitive skin all the, most, a few
65
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 certainty in the future May I? asking for permission Id rather stating preference common phrasal verbs and position of object pronouns I looked it up. She looked after them. you should/shouldnt to express obligation I used to go to Italy for my holidays. She was working in a bank when that happened. Ill see you tomorrow.
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 markers to structure spoken discourse 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
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Appendix 8
Entry 3 Communicative functions and notions (Adult ESOL Core Curriculum)

greet take leave give personal information introduce others ask for personal information describe self/others describe places and things ask for descriptions of people, places and things compare people, places, things make comparative questions narrate events in the past give factual accounts ask about past events 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 ask about peoples feelings, opinions, interests, wishes, hopes 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
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Appendix 9
Level 1 Key language items (Adult ESOL Core Curriculum)

Simple, compound and complex sentences, with more than one subordinate clause
word order in sentences with more than one subordinate clause Since the ozone layer has been affected by pollution, people have had to be more careful 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 wouldnt go unless I went. The Rio de la Plata, which flows down from Brazil, is used for transport The village where I grew up. My brother ran all the way, carrying her on his back. Can you believe what happened?
reported speech with a range of tenses, including use of would and had a range of embedded questions using if and whether reported questions with if and whether use of had and would in reported questions reported requests statements with question tags using Level 1 tenses reported instructions
He said that he would come if he had time.
Do you know whether he was intending to 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. He asked me to help him. You would prefer coffee, wouldnt you? He told me to come.
Noun phrase
more complex noun phrases with pre- and postmodification word order of determiners use of definite, indefinite and zero article with a wide range of nouns in a range of uses range of expressions to indicate possession A tall man wearing dark glasses. all my books The increase in the use of additives in food
that book of yours
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present perfect continuous past perfect present and past simple passive Hes been working nights for years. He had worked as a fisherman before that. Rice was grown in many parts of the country but many fields were destroyed in the war. It would be better if he came later. I had/got the car repaired last week.
use of would in conditional sentences causative use of have and get 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 a range of phrasal verbs
I ought to see the doctor.
What would you do if
would like you to to give way, to hold out, to run into
Adjectives
comparisons, using fewer and less collocation of adjective + preposition interested in, aware of

prepositions to express concession collocations of: verbs + prepositions nouns + prepositions 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 to attend to, point at to have an interest in in spite of, despite
Discourse
a range of discourse markers expressing: addition cause and effect contrast sequence and time markers to structure spoken discourse use of ellipsis in informal speech and writing at a later date as I was saying sounds good however
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Appendix 10
Level 1 Communicative functions and notions (Adult ESOL Core Curriculum)

give personal information introduce others ask for personal information describe self/others ask for descriptions of people describe places and things ask for descriptions of things, places compare people, places, things make comparative questions narrate events in the past ask about past events 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 about peoples feelings, opinions, interests, wishes, 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
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ESOL For Work Syllabus

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Trinity Certificates in ESOL for Work Entry 3 & Level 1 Syllabus

Trinity Entry 3 Certificate in ESOL for Work syllabus

Unit 2 Reading & Writing

Trinity Level 1 Certificate in ESOL for Work syllabus

Unit 2 Reading & Writing

Assessment system Regulations Appendices

Exam structure and levels of assessment

Qualification awarded on completion of both units

Units within Trinity ESOL for Work qualifications

Trinity Entry 3 Certificate in ESOL for Work Qualification number: 500/2116/3

Trinity Level 1 Certificate in ESOL for Work Qualification number: 500/2115/1

Reporting and banking of results

Unit 1 Speaking & Listening

Unit 2 Reading & Writing

Guided learning hours

About this syllabus

Trinity Certificates in ESOL for Work Entry 3 syllabus

Entry 3 Speaking & Listening

Trinity Entry 3 Certificate in ESOL for Work

Task 1 up to four minutes

Task 2 up to two minutes

Task 3 up to three minutes

Unit 1 Speaking & Listening: Task-specific mark scheme

2. Listen and respond

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

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

Task 1 Exchange of information regarding jobs, training or study

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

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

Examples of possible exchanges between examiner and candidate

Speaking & Listening table

Knowledge and understanding

Indicative language and/or behaviour

Could you tell me ?

3b ask questions to obtain personal or factual information

Have you been there? What are they doing there?

Did you prefer your first job or your last one?

Knowledge and understanding

Indicative language and/or behaviour

4f give a short description and make comparisons

Lr/E3.4 Use strategies to clarify and confirm understanding

Sorry, can I ask ?

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

4c narrate events in the past

Knowledge and understanding

Indicative language and/or behaviour

distinguish between phonemes to avoid ambiguity

Sc/E3.2 Use formal language and register when appropriate

Good morning, sir. Im sorry, but I have to go now.

I really cant understand how that happened. Would you mind ?

Im sorry, but could you say that again ?

4a express clearly statements of fact 4b give personal information

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

The main thing is Basically May I just check ?

Lr/E3.4 Use strategies to clarify and confirm understanding

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

Right, so you said

Entry 3 Reading & Writing

Trinity Entry 3 Certificate in ESOL for Work

4. Marking and Assessment

Unit 2 Writing: Task-specific mark scheme

3. Word focus: spelling and handwriting

Sample of Unit 2 Reading & Writing paper