201776 skills for life guidelines for interlocutors

Cambridge English Language Assessment

Skills for Life Speaking and Listening mode

Entry 1, Entry 2, Entry 3

Level 1, Level 2

Guidelines for Interlocutors

From 2015

RESTRICTED For Interlocutor Use Only

2

Skills for Life Guidelines for Interlocutors: Entry 1, 2, 3 and Levels 1, 2 Cambridge English Language Assessment welcomes feedback on these materials and on the general role of Speaking and Listening mode interlocutors. If you would like to pass on any comments or questions please do so to:

Network Services Cambridge English Language Assessment 1 Hills Road Cambridge CB1 2EU UK Telephone: 01223 553311

3

Skills for Life Guidelines for Interlocutors: General Introduction 05 How to Use the Training Materials 05

Interlocutor Training Package 05 Time Required for Training 05 Necessary Information for Interlocutors 05

Initial Training Initial Training: Timing and Planning 07 Detailed Guidelines Part One: Test Format 07

General Information 07 Entry 1 07 Entry 2 08 Entry 3 08 Level 1 09 Level 2 10 Detailed Guidelines Part Two: Interlocutor Skills 10

Refresher session Refresher Session: Timing and Planning 12 Detailed Guidelines Part One: Test Format 12

Entry 1 12 Entry 2 12 Entry 3 13 Level 1 13 Level 2 14 Detailed Guidelines Part Two: Interlocutor Skills 14

Task Sheets General Introduction Quiz 16 Test Format Gap-Fills 17 23 Interlocutor Skills Worksheet 24

4

Interlocutor File General Information Sheet 27 Test Format Tables 28 34 Checklist for Interlocutors 35 Frequently Asked Questions

36

5

General Introduction

This booklet and accompanying materials are for use by teachers who are going to act as interlocutors for the Cambridge English ESOL Skills for Life Speaking and Listening mode at any level: Entry 1, 2, 3 and Levels 1&2. It contains guidance and information on the following:

being an interlocutor for the first time at one or more of the levels (pages 5 10)

refreshing the interlocutor role after a break in examining (pages 12 14)

timing and planning of an interlocutor training/refresher session (pages 7/12)

the test format and interlocutor roles for each of the levels (pages 28 34)

essential information for interlocutors (page 35)

How to Use the Training Materials

If a group of teachers at the same institution are training to be interlocutors at the same time, they should do the session together. This approach has the advantage of making it possible for the group to discuss issues or questions and to share experience and knowledge.

Before beginning either training for the first time or a refresher session, you should check that you have all of the following materials ready. Please note that you will need to make copies of some of the pages/activities before you start and you can find information on this in the relevant section. You will also need access to a quiet room with a TV, a DVD player and a CD player.

Interlocutor Training Package

The following materials are needed for an interlocutor training or refresher session:

- Skills for Life Training DVDs for Interlocutors, Entry 1, 2, 3 and Levels 1, 2

Skills for Life Guidelines for Interlocutor Training: from 2015, (this booklet) containing the following:

General Introduction Quiz (page 16)

Test Format tables (pages 28 34)

Interlocutor Skills Worksheet (pages 24 25)

Checklist for Interlocutors (Page 35)

- Sample Skills for Life Speaking and Listening test materials at the appropriate level(s). Some sample materials which are available on the Cambridge English website.

Time Required for Training

The first time a potential interlocutor prepares to run Skills for Life Speaking and Listening tests they should spend a minimum of four hours and forty minutes working with these materials to cover all five levels and should follow the detailed guidelines on pages 7 10. Less time is needed to cover fewer levels and information on the exact timing can be found in the timetable on page 7.

After initial training, interlocutors should review these materials at least once a year. If a period of more than six months has elapsed since they last examined, they should use the materials to refresh their skills before each session of Skills for Life examining they undertake.

A refresher session should take approximately an hour per level. The timetable and guidelines for a refresher session can be found on pages 12 14.

You should not use these materials too far in advance of examining. Ideally you would do your training or refresher session in the week before you are due to examine.

Necessary Information for Interlocutors

During the session you should be aware of the following aims:

(i) Interlocutors need to know:

the format of the Speaking and Listening test

how to conduct the test

what types of materials are used

(ii) Interlocutors need specific practice in:

using an interlocutor frame (adhering to a script while speaking naturally)

handling the Speaking and Listening test materials (ensuring their security, being familiar with them, handling them efficiently and discreetly, using the CD player efficiently)

timing (adhering to prescribed timing in each phase of the test)

manner and level of involvement (providing acceptable support while leaving candidates space to complete tasks, not feeding language to candidates)

providing equal opportunities to candidates in all respects.

6

Initial Training

7

Initial Training: Timing and Planning

The timetable below outlines how to use the materials in the initial training situation. Detailed guidelines on the content of the session follow. The timing assumes that the interlocutor is training for all five levels. If only one or two of the exams are being covered, times should be adjusted accordingly.

PART ONE: Test Format (4hrs 40 mins, 5 levels)

General Information (all trainees) 10 mins

Entry 1 50 mins

Entry 2 50 mins

Entry 3 55 mins

Level 1 55 mins

Level 2 60 mins

PART TWO: Interlocutor Skills (50 mins)

End of Session

The timetable reflects interlocutor training for all five levels. If you are covering all five levels, it is recommended that you cover them in two stages. If you are only training for one or two levels it is essential that you begin with the General Information section before covering the level specific materials.

All interlocutors must also complete Detailed Guidelines Part Two: Interlocutor Skills.

You should work through each of the stages as directed.

Before you start, you should ensure you have copies of the following:

General Introduction Quiz, page 16

Test Format table gap-fills for the relevant levels, pages 17 23

Sample materials for the relevant level(s)

Interlocutor Skills Worksheet, pages 24 25

Checklist for Interlocutors, page 35

Detailed Guidelines Part One: Test Format (4 hrs 40, maximum)

General Information (10 minutes)

For the first part of the training, you will need to watch DVD sections A E. Whilst watching the DVD you should try to answer the questions in the quiz on page 16. If you are working with other trainees, you may like to discuss suggested answers to the questions before viewing.

All answers can be found in sections A E of the DVD and you should ensure you have completed all these before moving on to the level specific sections.

Entry 1 (50 minutes)

Familiarisation and task (30 minutes)

To become familiar with the format of the Entry 1 Speaking and Listening test you should begin by watching section F on the accompanying DVD, which contains specific information on the format of the test and finishes with a complete test at this level. Even if you are a teacher for Entry 1, you must still carry out this task in order to prepare yourself for the specific role of interlocutor.

Whilst watching, you should refer to the Entry 1 sample test materials in order to follow how the interlocutor uses the frame. Also pay particular attention to the timings of each phase and the way the interlocutor handles the test materials. You should read the task information that follows before you watch. Stop the DVD at the end of section F.

Either as, or after, you watch section F, complete the Entry 1 format table on page 17. Remember to stop or rewind the DVD when/if you need to. At the end of section F, compare your completed Entry 1 format table with the one in the Interlocutor File on page 28.

Practice with sample materials (20 minutes)

Work through the Entry 1 sample test materials. You should take this opportunity to act as interlocutor and practise reading the rubrics and handling the materials. You wont be able to play the actual CD but will find it useful to go through the motions of doing so in Phase 2a.

8

If a group is working together, you should pair up for this activity and provide each other with support and feedback. Pay particular attention to:

stressing key words

using intonation to convey meaning

not deviating from the scripted sections of the test

using prompts appropriately

handling materials effectively

smooth use of the CD player in phase 2a

You can make the most of this activity by concentrating on getting to know the layout/organisation of the materials, the format of the Speaking and Listening test as a whole and the demanding role of the interlocutor.

Keep a record of any tips or reminders you think will help you in your role during real tests.

Next stage

If you are also training for other levels, you should now follow the relevant guidelines below. You should cover the levels in sequence.

If you are only training for Entry 1, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 10.



To become familiar with the format of the Entry 2 Speaking and Listening test, you should begin by watching section G on the accompanying DVD, which contains a complete test at this level. Even if you are a teacher for this level, you must still carry out this task in order to prepare yourself for the specific role of interlocutor. Whilst watching you should refer to the Entry 2 sample test materials in order to follow how the interlocutor uses the frame. Also pay particular attention to the timings of each phase and the way the interlocutor handles the test materials. You should read the task information that follows before you watch. Stop the DVD at the end of section G.

Either as, or after, you watch section G complete the Entry 2 format table on page 18. Remember to stop or rewind when you need to. At the end of section G, compare your completed Entry 2 format table with the one in the Interlocutor File on page 29.




stressing key words





smooth use of the CD player in Phase 2a


If you have also covered Entry 1, pay particular attention to the differences between the tests. Keep a record of any tips or reminders you think will help you in your role during real tests.

Next stage


If you are not training for any other levels, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 10.



To become familiar with the format of the Entry 3 Speaking and Listening test, you should begin by watching section H on the accompanying DVD, which contains a complete test at this level. Even if you are a teacher for this level, you must still carry out this task in order to prepare yourself for the specific role of interlocutor. Whilst watching you should refer to the Entry 3 sample test materials in order to follow how the interlocutor uses the frame. Also pay particular attention to the timings of each phase and the way the interlocutor handles the test materials. You should read the task information that follows before you watch. Stop the DVD at the end of section H.

Either as, or after, you watch section H complete the Entry 3 format table on page 19. Remember to stop or rewind the DVD when you need to. At the end of section H, compare your completed Entry 3 format table with the one in the Interlocutor File on page 30.

9




stressing key words







If you have also covered Entry 1 and/or Entry 2, pay particular attention to the differences between the tests. Keep a record of any tips or reminders you think will help you in your role during real tests.

Next stage


If you are not training for any other levels you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 10.

Level 1 (55 minutes)


To become familiar with the format of the Level 1 Speaking and Listening test, you should begin by watching section I on the accompanying DVD, which contains a complete test at this level. Even if you are a teacher for this level, you must still carry out this task in order to prepare yourself for the specific role of interlocutor. Whilst watching you should refer to the Level 1 sample test materials in order to follow how the interlocutor uses the frame. Also pay particular attention to the timings of each phase and the way the interlocutor handles the test materials. You should read the task information that follows before you watch. Stop the DVD at the end of section I.

Either as, or after, you watch section I complete the Level 1 format table on pages 20 21. Remember to stop or rewind the DVD when you need to. At the end of section I, compare your completed Level 1 format table with the one in the Interlocutor File on pages 31 32.


Work through the Level 1 sample test materials. You should take this opportunity to act as interlocutor and practise reading the rubrics and handling the materials. You wont be able to play the actual CD but will find it useful to go through the motions of doing so in Phase 2a.


stressing key words







If you have also covered other levels, pay particular attention to the differences between the tests. Keep a record of any tips or reminders you think will help you in your role during real tests.

Next stage


If you are not training for any other levels, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 10.

10



To become familiar with the format of the Level 2 Speaking and Listening test you should begin by watching section J on the accompanying DVD, which contains a complete test at this level. Even if you are a teacher for this level, you must still carry out this task in order to prepare yourself for the specific role of interlocutor. Whilst watching you should refer to the Level 2 sample test materials in order to follow how the interlocutor uses the frame. Also pay particular attention to the timings of each phase and the way the interlocutor handles the test materials. You should read the task information that follows before you watch. Stop the DVD at the end of section J.

Either as, or after, you watch section J complete the Level 2 format table on pages 22 23. Remember to stop or rewind the DVD when you need to. At the end of section J, compare your completed Level 2 format table with the one in the Interlocutor File on pages 33 34.


Work through the Level 2 sample test materials. You should take this opportunity to act as interlocutor and practise reading the rubrics and handling the materials. You wont be able to play the actual CD but will find it useful to go through the motions of doing so in Phase 2a.


stressing key words







If you have also covered other levels, pay particular attention to the differences between the tests. Keep a record of any tips or reminders you think will help you in your role during real tests.

Next stage

You should now proceed to Detailed Guidelines Part 2: Interlocutor Skills.

Detailed Guidelines Part Two: Interlocutor Skills (50 minutes)

Section K on the DVD highlights a number of general interlocutor skills. The aim of this part of the training is to familiarise you with a number of issues that are applicable at all levels, and to provide some support in how to deal with unexpected occurrences. The role of the interlocutor is vital in ensuring the provision of a standardised test that gives candidates the opportunity to perform and is fair to all. As an interlocutor you need to be confident before you begin running tests; you cannot use live tests as practice.

In order to engage with this section you will need a copy of the worksheet on pages 24 25. You should:

read through the worksheet to get an idea of the issues to be covered

watch section K and complete the worksheet

compare your answers with the information on the Checklist for Interlocutors on page 35. Again, do stop or rewind as necessary.

Next stage

You have now finished working with the interlocutor training materials. Before running any live tests you should next prepare yourself with the relevant test materials. You will also find it useful to refer to the Interlocutor File (pages 26 35 of this booklet), which will remind you of all the main features of your role. You should take a copy of the Checklist for Interlocutors, page 35, to all exam assignments.

11

Refresher Session

12

Refresher Session: Timing and Planning

The timetable below outlines how to use the materials for a refresher session if you have not acted as interlocutor for a period of more than eight weeks. Detailed guidelines on the content of the session follow. The timing assumes that the interlocutor is refreshing for all five levels. If only one or two of these exams are being covered, times should be adjusted accordingly.

The timings and guidelines are recommended minimums and, as an interlocutor, you may wish to spend more time on some areas or to repeat some of the activities from the initial training section.

PART ONE: Test Format (2hr 25 mins, max)

Entry 1 20 mins

Entry 2 25 mins

Entry 3 30 mins

Level 1 35 mins

Level 2 35 mins

PART TWO:

Interlocutor Skills (45 mins)

End of Session

The timetable reflects an interlocutor refresher session for all five levels. If you only need to cover one or two levels, you should begin with the relevant level specific materials. It is recommended that you cover the tests in sequence of level.

All interlocutors must also complete Detailed Guidelines Part Two: Interlocutor Skills.

You should work through each of the stages as directed.

Before you start, you should ensure you have copies of the following:

Sample materials for the relevant levels

Interlocutor Skills Worksheet, pages 24 25

Checklist for Interlocutors, page 35

Detailed Guidelines Part One: Test Format (2 hours 25 minutes)


Familiarisation with sample materials (20 minutes)

To re-familiarise yourself with the format of the Entry 1 Speaking and Listening test, you should watch the complete test at the end of section F on the accompanying DVD to reacquaint yourself with the specific role of interlocutor.

Whilst watching, you should refer to the Entry 1 sample test materials in order to follow how the interlocutor uses the frame and handles the materials. Put yourself back in the role of interlocutor as you watch: read out the script and manage the materials as you would in the test.

Pay particular attention to:

stressing key words and using intonation correctly





You can make the most of this activity by concentrating on the layout/organisation of the materials, the format of the Speaking and Listening test as a whole and the demanding role of the interlocutor.


Next stage

If you are also refreshing for other levels, you should now follow the relevant guidelines below. You should cover the levels in sequence.

If you are only refreshing for Entry 1, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 14.



To re-familiarise yourself with the format of the Entry 2 Speaking and Listening test, you should watch the complete test at the end of section G on the accompanying DVD to reacquaint yourself with the specific role of interlocutor.

Whilst watching, you should refer to the Entry 2 sample test materials in order to follow how the

13

interlocutor uses the frame and handles the materials. Put yourself back in the role of interlocutor as you watch and read out the script and manage the materials as you would in the test.









Next stage

If you are also refreshing for other levels, you should now follow the relevant guidelines below. You should cover the levels in sequence.

If you are not covering other levels you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 14.



To re-familiarise yourself with the format of the Entry 3 Speaking and Listening test, you should watch the complete test at the end of section H on the accompanying DVD to reacquaint yourself with the specific role of interlocutor.

Whilst watching, you should refer to the Entry 3 sample test materials in order to follow how the interlocutor uses the frame and handles the materials. Put yourself back in the role of interlocutor as you watch and read out the script and manage the materials as you would in the test.







the new timing in Phase 1a, effective from January 2015

the new two-part Phase 2b, effective from January 2015



Next stage


If you are not covering other levels, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills on page 14.



To re-familiarise yourself with the format of the Level 1 Speaking and Listening test, you should watch the complete test at the end of section I on the accompanying DVD to reacquaint yourself with the specific role of interlocutor.

Whilst watching, you should refer to the Level 1 sample test materials in order to follow how the interlocutor uses the frame and handles the materials. Put yourself back in the role of interlocutor as you watch and read out the script and manage the materials as you would in the test.







the new planning task in the first part of Phase 2b, effective from January 2015



Next stage


14

If you are not covering other levels, you should now proceed to Detailed Guidelines Part 2: Interlocutor Skills below.


Familiarisation with sample materials

(35 minutes)

To re-familiarise yourself with the format of the Level 2 Speaking and Listening test, you should watch the complete test at the end of section J on the accompanying DVD to reacquaint yourself with the specific role of interlocutor.

Whilst watching, you should refer to the Level 2 sample test materials in order to follow how the interlocutor uses the frame and handles the materials. Put yourself back in the role of interlocutor as you watch and read out the script and manage the materials as you would in the test.







the new timing in Phase 2a, effective from January 2015

the revised task in the first part of Phase 2b, and the new timing for the whole of Phase 2b, both effective from January 2015



Next stage

You should now proceed to Detailed Guidelines Part 2: Interlocutor Skills below.

Detailed Guidelines Part Two: Interlocutor Skills (45 minutes)

Section K on the DVD highlights a number of general interlocutor skills. The aim of this part of the session is to remind you of a number of issues that are applicable at all levels, and to provide some support in how to deal with unexpected occurrences. The role of the interlocutor is vital in ensuring the provision of a standardised test that

gives candidates the opportunity to perform and is fair to all. As an interlocutor you need to be confident before you begin running tests; you cannot use live tests as practice.

You may have notes or tips from your previous experience as an interlocutor which you want to review at this stage, and you should also remind yourself of the areas covered in the Checklist for Interlocutors, page 35.

In order to engage with this section, you may want to work with a copy of the worksheet on pages 24 25. This could be looked at before, during or after viewing section K. Alternatively you may just wish to view section K in order to refresh your skills.

If you use the worksheet, on completion you should compare your answers with the information on the checklist on page 35.

Again, do stop or rewind as necessary.

Next stage

You have now finished the refresher session. Before running any live tests, you should next prepare yourself with the relevant test materials. You may also find it useful to refer to the Interlocutor File (pages 26 35 of this booklet), which will remind you of all the main features of your role. You should take a copy of the Checklist for Interlocutors, page 35, to all exam assignments.

15

Task Sheets

16

Skills for Life, Speaking and Listening tests

General Introduction Quiz

Answer the question or fill the gap.

1. Why do the Speaking and Listening tests use a paired format?

2. Who manages the interaction during the test?

3. The Speaking and Listening tests contain two main phases: In the first phase, at different levels, the candidates are expected to: _______________________________________________________________ .

The second phase consists of _____________________________________ .

4. What is the role of the assessor in the test?

5. The role of the interlocutor is vital in the smooth running and ___________ ____________________ of the tests.

6. List reasons for the use of an interlocutor frame: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

7. What should you do with the test materials before each test session? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

8. Where can you find the candidate task sheets, if applicable? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

17

Entry 1 Test Format

Phase Task Method Time

1a The interlocutor asks each candidate in turn

simple personal questions designed to elicit

_____________ and _____________

information.

Interlocutor uses

questions/prompts from the

frame. ___ - ___ minutes

1b The candidates ______ _________

__________ simple questions on a familiar

topic. Only the questions are assessed.

Interlocutor gives each

candidate one topic from the

frame. The candidates have

____ ___ __ ______

minutes preparation time,

and about 2 minutes to ask

their questions.

___ minutes

2a Candidates listen to two short recordings and

answer three questions each, designed to

test gist and detailed understanding of simple

factual information. The questions are

presented orally and with a series of picture

prompts.

Interlocutor uses the frame

and tasks as directed, and

plays the recordings on the

CD _________. ___ minutes

2b Candidates speak together on a simple topic

thematically linked to _______ ____, and

designed to elicit factual information,

personal experience and (dis)likes. It is

expected that prompting will be required from

the interlocutor.

Interlocutor sets up a

________/________

interaction, but can use other

prompts and questions if the

discussion fails to develop.

3 - 4 minutes

Total 16 - ____ minutes

18

Entry 2 Test Format


1a The interlocutor _______ ________

_____________ in turn straightforward

personal questions designed to elicit factual

information, personal experience, wishes and

opinions.

Interlocutor uses


frame. ___ - ___ minutes

1b Candidates talk in turn for one minute on a

personal topic, designed to elicit factual

information and personal experience, before

answering _____ questions prepared by their

partner. The long turn, questions and

responses are all assessed.

Interlocutor describes a

situation to each candidate

from the frame. The

candidates have ______

__________ preparation time

and about one minute to give

their talk. Their partner then

asks them two questions.

____ minutes

2a Candidates listen to two longer recordings

with more information to process than at

Entry 1, and answer three questions each.

These are designed to test gist, main points

and detailed understanding of straightforward

information. The questions are presented

orally and with a series of picture prompts.




CD twice. ____ minutes

2b Candidates speak together on a

straightforward topic thematically linked with

the previous task and designed to elicit

factual information, personal experience,

________ and ___________. It is likely that

some prompting will be required from the

interlocutor.


candidate/candidate




4 - 5 minutes

Total ____ - 20 minutes

19

Entry 3 Test Format


1a The interlocutor asks each candidate

introductory questions. Candidates are then

_________ ___ ______ in which they ask

each other questions on a given familiar

topic, prompted ________ __________ to

elicit factual information, personal

experience, wishes and opinions.

Interlocutor asks some


frame. The Interlocutor then

gives the candidates a theme

from the frame to talk about

together.

3 minutes

1b Candidates talk in turn for _____ _____ ___

_______ minutes on a familiar topic,


personal experience, wishes and opinions, in

a more demanding and less familiar context

than in Entry 2. Each candidate will then

answer _______ questions prepared by their

partner. The long turn, questions and

responses are all assessed.



from _____ _______. The

candidates have one minute

preparation time and about a

minute and a half to give

their talk. Their partner then

asks them three questions.

____ minutes


with more complex information to process

than at Entry 2, and answer three questions

each. These are designed to test gist, main

points and detailed understanding of

information, tone of speaker, intention, etc.

The questions are presented orally with a

series of verbal prompts.




CD twice. ____ minutes

2b Candidates speak together on a topic

thematically linked with the previous task.

The context is more demanding than at Entry

2. In the first part of this phase, candidates

are given a prompt card asking them to plan

an activity together. In the second part the

interlocutor will only prompt candidates if

necessary. The task is designed to elicit


opinion, justification and speculation. Little

prompting should be required from the

interlocutor.

Interlocutor first sets up a

candidate/candidate

interaction (planning task),

followed by a

candidate/candidate

discussion task, where the

interlocutor can use other



Candidates should ________

in ___________.

7 minutes

Total ___ minutes

20

Level 1 Test Format


1a After identifying each candidate, the

interlocutor then gives candidates a short,

informal, lead-in discussion task to

_________ them for their formal

presentation. The interlocutor only asks

prompt questions where necessary to elicit

and encourage elaboration of opinions,

feelings, wishes and suggestions.

Interlocutor invites

candidates to discuss

together a topic related to the

task in Phase 1b, using


frame if necessary.

_____ minutes

1b Each candidate gives a _______

presentation, thematically linked with Phase

1a, responding to a written statement, for

_______ minutes, expressing, elaborating on

and sequencing logically facts, opinions,

attitudes, feelings and emotions. Each

candidate will then respond to the comments

and questions of their partner and the

assessor.

Each candidate is asked to

give a 2-minute formal

presentation about a given

statement/question

presented on a ________

________.

The candidates have one

minute preparation time.

They then respond for a

_________ ____ __ ______.

9 minutes

2a Candidates listen to ______ recordings and

answer questions testing identification or

inference of a selection of the following:

genre, context, speakers and/or relationship,

gist, topic, purpose of discussion, key words

and phrases, main ideas, facts, opinions,

reasons, attitudes and feelings. The

questions are presented orally, and

candidates are able to make notes if they

wish to.



plays two separate

recordings on the CD. Each

track is played ________

only. 5 minutes

21

2b Candidates engage in a discussion

thematically linked with Phase 2a designed

to elicit and encourage elaboration of factual

information, personal experience, opinions,

wishes, feelings, suggestions, justification

and speculation. Candidates will be expected

to express degrees of agreement or

uncertainty, and to sympathise, reassure,

persuade and give advice where appropriate.

In the first part of this phase, the candidates

are given a prompt card asking them to plan

an activity together.

In the second part, the interlocutor will ask

_________ ___________ to lead the

discussion into other areas and contexts.


candidate/candidate

interaction (planning task)

based on the topic

introduced in Phase 2a. The

discussion is then widened to

include the interlocutor using


frame. _____ minutes

Total ______ minutes

22

Level 2 Test Format



interlocutor then gives candidates an

informal, lead-in discussion task to prepare

them for their formal presentation. The

interlocutor only asks prompt questions

where necessary to elicit and encourage

elaboration of opinions, justifications,




together a topic related to the

task in Phase 1b, using


frame ____

__________________.

_____ minutes

1b Each candidate gives a _________

presentation, thematically linked with phase

1a, on a more complex issue than at Level 1,

responding to a written statement, for two

minutes, expressing, elaborating on and

sequencing logically facts, opinions,

justifications, attitudes, feelings and

emotions. Each candidate will then respond

to the comments and questions of their

partner and the assessor.




statement/question which is

presented on a task card.



Each presentation is followed

by approx. ___________

________ minutes

comment/questions from the

partner and the interlocutor.

______ minutes

2a Candidates listen to ____ recordings and



genre, context, speakers and/or relationship,

gist, topic, purpose of discussion, key words

and phrases, main and secondary ideas,

facts, opinions, reasons, justifications,

attitudes and feelings. The questions are

presented orally, and candidates are able to

make notes if they wish to.



plays two separate


track is played ________

only.

6 minutes

23


thematically linked with Phase 2a designed

to elicit and encourage elaboration of factual

information, personal experience, opinions,

wishes, feelings, attitudes, suggestions,

justification and speculation. Candidates will

be expected to express degrees of

agreement or uncertainty, and to sympathise,

reassure, persuade, compromise and give

advice where appropriate.

In the first part of this phase, the interlocutor

sets up a discussion task and should not

need to ask prompt questions to ensure

satisfactory completion of the task.

In the second part, both the interlocutor and

the assessor will ask extension questions to

lead the discussion into other areas and

contexts.


candidate/candidate

interaction based on the topic

introduced in Phase 2a, but

can use other prompts and

questions if the discussion

fails to develop. The

discussion is then widened to

include the ______________

and ____________ who

alternately use


frame.

______ minutes

Total ______ minutes

24

Interlocutor Skills Worksheet

Setting up

1. What must you check before the day of the tests?

2. What must an interlocutor do when setting up to ensure that the test environment is appropriate?

Material selection

3. What advice is given for the selection of materials?

Handling materials

4. What must you do at the start of each Speaking and Listening test?

5. What happens to candidate notes?

Timing

6. Why is it important to stick to the designated timings for each part of the test?

7. If you test more than one level on any particular day, what must you check before starting a new level?

8. What may you need to do to keep the test to time?

25

Using the frame

9. What parts of the frame are scripted?

10. Apart from scripted instructions, what else does the interlocutor frame help you with?

11. When should you use the prompts provided?

12. What are the key elements to remember when delivering the frame?

Preparation time

13. What must you remember to do in order to accurately time candidate preparation?

14. Are candidates allowed to talk during preparation time?

Responding to questions

15. What is the first thing you should do if a candidate does not understand what to do?

16. What further help may you find in the interlocutor frame?

17. What should you always bear in mind when responding to candidate questions?

26

Interlocutor File

27

General Information

Sheet Progression table

QCF level Progression with Cambridge English

Certificates in ESOL Skills for Life General English Business English Certificates

3 CPE

2 ESOL Skills for Life (Level 2) CAE BEC Higher

1 ESOL Skills for Life (Level 1) FCE BEC Vantage

Entry 3 ESOL Skills for Life (Entry 3) PET BEC Preliminary

Entry 2 ESOL Skills for Life (Entry 2) KET

Entry 1 ESOL Skills for Life (Entry 1)

Mode Timings

Mode Entry 1 Entry 2 Entry 3

Reading 50 minutes 1 hour 1 hour 15 minutes

Writing 40 minutes 50 minutes 1 hour

Speaking and Listening 16 18 minutes 18 20 minutes 22 minutes

Mode Level 1 Level 2

Reading 1 hour 1 hour

Writing 1 hour 15 minutes 1 hour 30 minutes

Speaking and Listening 24 minutes 26 minutes

Length of Speaking and Listening mode

Approximate timings for tasks are given below:

Phase 1a Phase 1b Phase 2a Phase 2b Total

Entry 1 4-5 minutes 5 minutes 4 minutes 3-4 minutes 16-18 minutes

Entry 2 4-5 minutes 6 minutes 4 minutes 4-5 minutes 18-20 minutes

Entry 3 3 minutes 7 minutes 5 minutes 7 minutes 22 minutes

Phase 1a Phase 1b Phase 2a Phase 2b Total

Level 1 3 minutes 9 minutes 5 minutes 7 minutes 24 minutes

Level 2 3 minutes 10 minutes 6 minutes 7 minutes 26 minutes

28

Entry 1 Test Format


1a The interlocutor asks each candidate in

turn simple personal questions designed

to elicit personal and factual information.

Interlocutor uses


frame.

4 - 5 minutes

1b The candidates ask each other simple

questions on a familiar topic. Only the

questions are assessed.

Interlocutor gives each

candidate one topic from the

frame. The candidates have

one and a half minutes

preparation time and about 2

minutes to ask their

questions.

5 minutes

2a Candidates listen to two short recordings

and answer three questions each,

designed to test gist and detailed

understanding of simple factual

information. The questions are presented

orally and with a series of picture prompts.




CD twice.

4 minutes

2b Candidates speak together on a simple

topic thematically linked to Phase 2a, and


personal experience and (dis)likes. It is

expected that prompting will be required

from the interlocutor.


candidate/candidate




3 - 4 minutes

Total 16 - 18 minutes

29

Entry 2 Test Format


1a The interlocutor asks each candidate in

turn straightforward personal questions


personal experience, wishes and opinions.

Interlocutor uses


frame.

4-5 minutes

1b Candidates talk in turn for one minute on a

personal topic, designed to elicit factual

information and personal experience,

before answering two questions prepared

by their partner. The long turn, questions

and responses are all assessed.



from the frame. The

candidates have one minute

preparation time and about

one minute to give their talk.

Their partner then asks them

two questions.

6 minutes


with more information to process than at


These are designed to test gist, main

points and detailed understanding of

straightforward information. The questions

are presented orally and with a series of

picture prompts.




CD twice.

4 minutes

2b Candidates speak together on a

straightforward topic thematically linked

with the previous task and designed to

elicit factual information, personal

experience, opinion and justification. It is

likely that some prompting will be required

from the interlocutor.


candidate/candidate




4-5 minutes

Total 18 - 20 minutes

30

Entry 3 Test Format (changes effective from January 2015 have been highlighted)


1a The interlocutor asks each candidate

introductory questions. Candidates are then

given a task in which they ask each other

questions on a given familiar topic, prompted

where necessary to elicit factual information,

personal experience, wishes and opinions.

Interlocutor asks


frame. The interlocutor then

gives the candidates a

theme from the frame to

talk about together.

3 minutes

1b Candidates talk in turn for one and a half

minutes on a familiar topic, designed to elicit


wishes and opinions, in a more demanding and

less familiar context than in Entry 2. Each

candidate will then answer three questions

prepared by their partner. The long turn,

questions and responses are all assessed.



from the frame. The

candidates have one

minute preparation time

and about a minute and a

half to give their talk. Their

partner then asks them

three questions.

7 minutes

2a Candidates listen to two longer recordings with

more complex information to process than at


These are designed to test gist, main points

and detailed understanding of information, tone

of speaker, intention, etc. The questions are

presented orally with a series of verbal

prompts.




CD twice.

5 minutes

2b Candidates speak together on a topic

thematically linked with the previous task. The

context is more demanding than at Entry 2. In

the first part of this phase, candidates are

given a prompt card asking them to plan an

activity together. In the second part the

interlocutor will only prompt candidates if

necessary. The task is designed to elicit factual

information, personal experience, opinion,

justification and speculation. Little prompting

should be required from the interlocutor.


candidate/candidate

interaction (planning task),

followed by a

candidate/candidate

discussion task, where the

interlocutor can use other

prompts and questions if

the discussion fails to

develop. Candidates should

engage in discussion.

7 minutes

Total 22 minutes

31

Level 1 Test Format (changes effective from January 2015 have been highlighted)



interlocutor then gives candidates a short,


prepare them for their formal presentation.

The interlocutor only asks prompt

questions where necessary to elicit and

encourage elaboration of opinions,




together a topic related to

the task in Phase 1b, using


frame if necessary.

3 minutes

1b Each candidate gives a formal

presentation, thematically linked with

Phase 1a, responding to a written

statement, for two minutes, expressing,

elaborating on and sequencing logically

facts, opinions, attitudes, feelings and

emotions. Each candidate will then

respond to the comments and questions of

their partner and the assessor.




statement/question




They then respond for a

minute and a half.

9 minutes

2a Candidates listen to two recordings and



genre, context, speakers and/or

relationship, gist, topic, purpose of

discussion, key words and phrases, main

ideas, facts, opinions, reasons, attitudes

and feelings. The questions are presented

orally, and candidates are able to make

notes if they wish to.



plays two separate


track is played once only.

5 minutes

32


thematically linked with Phase 2a

designed to elicit and encourage

elaboration of factual information, personal

experience, opinions, wishes, feelings,

suggestions, justification and speculation.

Candidates will be expected to express

degrees of agreement or uncertainty, and

to sympathise, reassure, persuade and

give advice where appropriate.

In the first part of this phase, the

candidates are given a prompt card

asking them to plan an activity

together.

In the second part, the interlocutor will ask

extension questions to lead the discussion

into other areas and contexts.


candidate/candidate

interaction (planning task)

based on the topic

introduced in Phase 2a., The

discussion is then widened

to include the interlocutor

using questions/prompts

from the frame.

7 minutes

Total 24 minutes

33

Level 2 Test Format (changes effective from January 2015 have been highlighted)



interlocutor then gives candidates an


prepare them for their formal presentation.

The interlocutor only asks prompt

questions where necessary to elicit and

encourage elaboration of opinions,

justifications, feelings, wishes and

suggestions.



together a topic related to

the task in Phase 1b, using


frame if necessary.

3 minutes

1b Each candidate gives a formal

presentation, thematically linked with

phase 1a, on a more complex issue than

at Level 1, responding to a written

statement, for two minutes, expressing,

elaborating on and sequencing logically

facts, opinions, justifications, attitudes,

feelings and emotions. Each candidate will

then respond to the comments and

questions of their partner and the

assessor.




statement/question which is




Each presentation is

followed by approx. two and

half minutes

comment/questions from the

partner and the interlocutor.

10 minutes

2a Candidates listen to two recordings and



genre, context, speakers and/or

relationship, gist, topic, purpose of

discussion, key words and phrases, main

and secondary ideas, facts, opinions,

reasons, justifications, attitudes and

feelings. The questions are presented

orally, and candidates are able to make

notes if they wish to.



plays two separate


track is played once only.

6 minutes

34


thematically linked with Phase 2a

designed to elicit, and encourage

elaboration of, factual information,

personal experience, opinions, wishes,

feelings, attitudes, suggestions,

justification and speculation. Candidates

will be expected to express degrees of

agreement or uncertainty, and to

sympathise, reassure, persuade,

compromise and give advice where

appropriate.

In the first part of this phase, the

interlocutor sets up a discussion task

and should not need to ask prompt

questions to ensure satisfactory

completion of the task.

In the second part, both the interlocutor

and the assessor will ask extension

questions to lead the discussion into other

areas and contexts.


candidate/candidate

interaction based on the

topic introduced in Phase 2a,

but can use other prompts

and questions if the


The discussion is then

widened to include the

interlocutor and assessor,

who alternately use


frame.

7 minutes

Total 26 minutes

35

Checklist for Interlocutors

Before examining, interlocutors must:

work through the initial training or refresher session materials ensure they are prepared for running Speaking and Listening tests by:

familiarising themselves with the materials for the relevant level(s), and de-selecting any inappropriate tasks. A wide range of materials must be used when testing.

checking that all the tasks on the CD play correctly check they have all necessary examining tools on each examining assignment:

test materials (booklets and CD) a CD player paper and pencils for candidate notes watch/clock with a second hand and without a loud tick pencil for noting candidate names examining assignment details

set up the room, ensuring the furniture, etc. is appropriately arranged ensure the CD player and CD are working correctly on the day of the tests

While examining, interlocutors must:

ensure clean paper and pencils are ready for candidate use, (notes from previous tests should be collected in)

collect the candidate mark sheets at the start of each test and hand them to the assessor keep to the scripted sections of the interlocutor frame (in bold) and not make unscripted deliver the frame at an appropriate speed and as naturally as possible make best and full use of the interlocutor frame by:

using candidate names where appropriate (indicated by the use of brackets) following other instructions such as referring candidates to the paper and pencil, playing the

CD, keeping to phase timings (indicated by use of bracketed italics)

using prompts provided if interaction breaks down or fails to develop keep to the guidelines for timing in order to run standardised tests, by keeping a discreet eye on their

watch/clock

give the full amount of preparation time, noting when it starts in order to know when it should end give the candidates equal opportunity to talk interrupt candidates politely but firmly, if necessary, to keep to allotted times deal with any questions from candidates, during the test or preparation time, in the appropriate

manner by:

firstly repeating an instruction slowly and in chunks asking alternative prompts from the interlocutor frame or using language at the correct level doing so succinctly and using language appropriate to the level

give out and retrieve test materials when instructed in the interlocutor frame select the next set of materials at the end of each test, ensuring the widest variety of materials are

used to increase security

if changing test levels, check the timings for the overall length and for each phase of the new level

After examining, interlocutors must:

destroy all candidate notes securely remove all test documentation and keep it secure, remembering to check the CD player is empty

before leaving the test room

36

Frequently Asked Questions

Is it ok for interlocutors to use a mobile phone/tablet for a timer?

No. All mobile devices should be switched off/kept in the designated area so as not to distract from the exam.

Can interlocutors make notes during the exam? As with notes that candidates have made, nothing should leave the exam room. These should be destroyed securely. It is not acceptable for interlocutors to make and keep notes of candidates performance during the exam.

How strictly does the interlocutor frame have to be kept to?

All candidates must be treated fairly and given equal opportunity to speak. Interlocutors must adhere to the scripted sections of the interlocutor frame and instructions, and must keep to the prescribed timings for all parts of the test.

What should the interlocutor do if they suspect malpractice (for example, use of crib notes) during an exam?

Contact Cambridge English immediately following the session (within 24 hours).

Do I need to use all the material in the pack? You should use as wide a range of different combinations of materials as possible to enhance security. If you know about a particular candidates background, you may wish to de-select a topic which you feel is not suitable.

37

Fro

m 2

01

5

En

try 3

En

try 2

En

try 1

Gu

idelin

es for

Interlo

cuto

rs

Speak

ing an

d L

istenin

g m

od

e

Skills for L

ife

Level 2

Level 1

UCLES 2015

201776 skills for life guidelines for interlocutors

Documents

interlocutor training

training materials

interlocutor use

interlocutor skills

mode entry

interlocutor roles

life guidelines

mode interlocutors