Frequently Asked Questions (FAQs)
Are there any support materials available for Skills for Life?
Can candidates enter the Speaking and Listening test but not do the Reading or Writing papers?
How is the Speaking and Listening test marked?
Where can I find out more information about the language tested at each level?
Is world knowledge important in the test?
Do the candidates speak to each other as well as to the examiner?
Can a candidate take the test alone?
Should the candidates paired for the test be of similar ability?
Are candidates compared to each other when they are assessed?
Does knowing your partner make it easier to do well?
Can candidates be examined by their own teachers?
Do both examiners speak during the test?
Will examiners give the candidates any feedback on their performance?
What should candidates do if they don’t understand the questions or instructions?
Will the candidates lose marks if the interlocutor has to prompt them?
Are candidates allowed to make notes during the test?
In Phase 1b, can candidates start speaking before the preparation time is over?
In Phase 1b, what happens if the candidate can’t manage to speak for the full two minutes?
In Phase 2a, what happens if candidates give too many answers to a question?
If a candidate does not know the answer to a question in Phase 2a, can their partner answer?
How many times will candidates hear the recordings in Phase 2a?
In the first part of Phase 2b, do candidates have to discuss all the prompts on their task sheet?
What is Skills for Life?
The Skills for Life tests are designed for adult (16+) speakers whose home language is not English, who are living or trying to settle in England, Wales and Northern Ireland. These ESOL learners may include refugees or asylum seekers, migrant workers, people from settled communities, and partners or spouses of people who have been settled in this country for a number of years. For more information, visit www.cambridgeesol.org/sfl
Are there any support materials available for Skills for Life?
Yes. Sample papers, past papers and handbooks are available to download. Also, DfES Publications produces a Skills for Life ESOL pack containing learner materials, teacher’s notes and audio CDs (tel. 0845 602 2260, email dfes@prolog.uk.com).
Can candidates enter the Speaking and Listening mode but not do the Reading or Writing mode?
Yes. Candidates can choose to take any combination of the three modes. They can also take different modes at different levels, e.g. Level 1 Speaking and Listening, Entry 3 Reading, Entry 2 Writing, depending on their ability in the different skills. For more information, visit www.cambridgeesol.org/sfl
How is the Speaking and Listening test marked?
This is assessed at the time of the test by examiners trained by Cambridge ESOL. For further information on assessment see the Focus on Assessment section.
Where can I find out more information about the language tested at each level?
The tests reflect the demands of the Adult ESOL Core Curriculum. A breakdown of the assessment criteria can be found in Focus on Assessment. You can obtain a copy of the Curriculum from DfES Publications (tel. 0845 602 2260, email dfes@prolog.uk.com).
Is world knowledge important in the test?
No. Candidates are asked to exchange facts and opinions but will not be tested or assessed on their world knowledge.
Do the candidates speak to each other as well as to the examiner?
Yes. Candidates will be told to find out information from each other and to exchange opinions during the test and it is important that they speak to their partner at these times and not just to the interlocutor.
Can a candidate take the test alone?
No, and it is not possible to test a group of three candidates together. It is therefore necessary for the Centre to provide a ‘dummy’ candidate at the appropriate level where an odd number of candidates has been entered for the test or where there is a likelihood that candidates may be absent on the day of the test. The only exception is in the case of candidates with special needs.
Should the candidates paired for the test be of similar ability?
Not necessarily. However, pairing a weaker candidate with a very strong candidate could cause the weaker candidate to feel uncomfortable during the test and it is therefore desirable to avoid this situation where possible.
Are candidates compared to each other when they are assessed?
No. All candidates are marked on their own ability to meet detailed assessment criteria.
Does knowing your partner make it easier to do well?
No. It may make candidates more comfortable to take the test with someone they know, but not knowing their partner will not affect their performance. In fact, not knowing the other candidate may lead to more natural interaction in parts of the test where candidates have to find out information about each other and exchange opinions. Candidates should not be concerned about this.
Why are there two examiners?
An interlocutor speaks to the candidates and sets up the tasks but is not involved in the assessment of the candidates. The other examiner’s primary role is that of assessor. However, the assessor will join in the interaction at certain points in the test.
Can candidates be examined by their own teachers?
The college is asked to provide the interlocutor for the test and this could be the candidates’ teacher. The assessor is provided by Cambridge ESOL.
Do both examiners speak during the test?
The interlocutor manages the interaction throughout the test. The assessor only joins the interaction in Phase 1b at Level 1 and Phases 1b and 2b at Level 2.
Will examiners give the candidates any feedback on their performance?
No. Candidates will not be told how they have performed and will have to wait for their results from Cambridge ESOL.
What should candidates do if they don’t understand the questions or instructions?
Candidates can ask for instructions to be repeated before the start of the interaction and will be prompted by the interlocutor during the interaction as necessary.
Will the candidates lose marks if the interlocutor has to prompt them?
No. The interlocutor will prompt candidates to help them to maintain the interaction and to ensure that there is a range of language produced appropriate to the level. Candidates will not lose marks if they are prompted by the interlocutor and they should not be concerned about this. Candidates are, however, expected to make clear and effective contributions that are appropriate to the topic throughout the discussion.
Are candidates allowed to make notes during the test?
Yes. Candidates can make notes at any point in the test. They are given time to make notes when preparing for their formal presentation (when notes will help them to structure their presentation, to remember lexis or ideas they may wish to use, and to keep talking for the full two minutes) and during the listening task (when notes will ensure that they remember what to listen for and don’t forget their answers).
In Phase 1b, can candidates start speaking before the preparation time is over?
No. Candidates should wait until they are invited by the interlocutor to start speaking. Candidates will need to make full use of the preparation time to give an ordered, formal presentation.
In Phase 1b, what happens if the candidate can’t manage to speak for the full two minutes?
Candidates should make every effort to keep talking until the interlocutor asks them to stop. If they do run out of things to say, the interlocutor will invite the listening candidate to comment or to ask questions about what their partner has said.
In Phase 1b, do candidates have to ask questions and make comments after their partner’s presentation if they feel their partner has covered everything fully?
Yes. The listening candidate will be expected to ask questions or to comment on what their partner has said. Failure to do this will affect their assessment. It’s a good idea for candidates to write down three or four questions to ask or comments to make, although they may not have enough time to use them all.
In Phase 2a, what happens if candidates give too many answers to a question?
If a candidate gives too many answers, they are considered in the order given, up to the number required. For example, if two pieces of information are required, and the candidate gives three, then the first two are marked and the third ignored.
In Phase 2a, should candidates give a general summary of the recording if they have missed the answer to a question?
No. The questions are very specific and examiners will be looking for answers to these only. A general summary of the recording will not be enough.
If a candidate does not know the answer to a question in Phase 2a, can their partner answer?
No. Candidates should not attempt to answer questions for their partner or to help them with questions in this part of the test.
How many times will candidates hear the recordings in Phase 2a?
At Levels 1 and 2 the candidates will hear each recording once only.
In the first part of Phase 2b, do candidates have to discuss all the prompts on their task sheet?
No. These prompts aim to provide candidates with enough to say to carry out the tasks effectively. Candidates should not feel concerned if they are asked to stop before they have covered all the ideas on their task sheet, as long as their contributions have been relevant to the topic and at an appropriate level.
If you have any other questions about Skills for Life Speaking & Listening Levels 1 and 2, please contact us and we'll answer the most frequently asked questions here.