Trinity

Certificates
in ESOL
Skills for Life
Entry 3
Syllabus

Trinity College London

89 Albert Embankment
London SE1 7TP
UK

Tel: +44 (0)20 7820 6100

Fax: +44 (0)20 7820 6161
e-mail: esol@trinitycollege.co.uk
website: www.trinitycollege.co.uk

Patron HRH The Duke of Kent, KG

Copyright © Trinity College London 2004

First impression, December 2004
 Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Speaking and Listening

1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Task-specific mark scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Example of possible exchanges between examiner and candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Table showing task coverage of descriptors, component skills

and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

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

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

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

4. Marking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Sample of Reading paper—Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Table showing task coverage of descriptors, component skills
and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Writing
1. Candidate profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

2. Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

3. Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

4. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Task-specific mark scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

5. Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Sample of Writing paper—Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Table showing task coverage of descriptors, component skills

and knowledge and understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Appendix 1—Entry 3 Key language items (taken from DfES Adult ESOL Core Curriculum, 2001) . . . .26
Appendix 2—Entry 3 Communicative functions and notions
(taken from DfES Adult ESOL Core Curriculum, 2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

3
 Introduction

Introduction
Welcome to the Trinity ESOL Skills for Life examination suite
The Trinity ESOL Skills for Life information pack is designed to provide details of all aspects of the examination
provision, and is divided into separate booklets for each level plus a general introduction to the whole
examination suite.
This syllabus is a working document which can be widely used in the classroom as well as in the examination. It is a
very important document for 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 mode by mode.
Additional supporting material is also included in the form of the Trinity ESOL Skills for Life video which provides a
useful visual aid showing actual examples of the Speaking and Listening examinations at every level.
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.

About this booklet

This booklet contains precise details as to the format and procedures of the examination at Entry 3. It also provides
candidates and those preparing candidates with comprehensive coverage of the language requirements for this
level and details as to how each task relates to the Adult ESOL Core Curriculum descriptors and individual component
skills, knowledge and understanding.
The booklet is organised per mode as follows:
Candidate profile—describes what the candidate is expected to be able to do at the level. These profiles are taken
from the Adult ESOL Core Curriculum.
Format—gives 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 are
used by the examiner to assess the candidate.
Guidance—offers advice on preparation for the examination including samples of 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.

5
Speaking
and Listening

Speaking and Listening

1. Candidate profile
In order to demonstrate ability at this level, candidates are expected to:
• speak to communicate information, feelings and opinions on familiar topics, using appropriate formality
• listen and respond to spoken language, including straightforward information and narratives, and follow
straightforward explanations and instructions
• engage in discussion with one or more people in a familiar situation, making relevant points and responding
to what others say to reach a shared understanding about familiar topics.

2. Format
The examination consists of two components:
• an 8-minute one-to-one interview with a Trinity examiner
• a 10-minute discussion with 4 candidates, with a teacher acting as facilitator, observed by a Trinity examiner.
Component 1 consists of three tasks:
• exchange of information comparing people and places
• a narration of a simple story (factual or fictional)
• a role-play—giving personal information in a formal context.
Component 2 consists of one task:
• planning a social event.

3. Procedure
The descriptions below explain how the Speaking and Listening examination is conducted task by task.
Component 1
Task 1—up to 3 minutes
The examiner and candidate exchange greetings.
The examiner introduces himself or herself and asks the candidate to describe and give opinions about a known
person or place. Candidates can talk about family members, classmates, work colleagues or about places they have
lived in, worked in or visited. The candidate needs to offer comparisons between people or places. The candidate
then has to find out some information from the examiner concerning places they have spent time in or about people
they know or have known. The examiner responds quite briefly but on one topic produces an extended turn. The
candidate is expected to comment on the content of the examiner’s responses.
The examiner brings the interaction to a close and introduces the second task.
Task 2—up to 2 minutes
The examiner asks the candidate to narrate a simple story. This can be a true story or one that the candidate has
invented or a traditional or folk story. The examiner for most of the account listens and gives non-verbal
encouragement. The main emphasis for assessment purposes is on the candidate’s ability to speak clearly and to
express statements of fact and descriptions clearly.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.
Task 3—up to 3 minutes
The examiner briefly sets up the role-play.This involves the candidate in being asked to provide personal information
in a formal context.The possible scenarios will all be familiar to candidates, such as attending an interview at the Job
Centre, registering at the local library or doctor’s surgery, or speaking to a council official about accommodation or
social services. The examiner is responsible for asking and responding to questions but both the examiner and
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.

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 Speaking
and Listening

Component 2
Task 1—up to 10 minutes
Wherever possible, four candidates who have already completed the interview with the examiner are asked to meet
together to take the second component. They are accompanied by a teacher who acts as a facilitator. The brief for
the facilitator is to set up the task and then allow the candidates to begin and maintain the interaction.The facilitator
should, if necessary, encourage participation from all candidates and prevent any one candidate from monopolising
the discussion. He or she should not participate in the actual discussion but can direct comment or requests for
opinions to candidates to ensure equality of opportunity for making contributions to the discussion.
The examiner does not play any part in the interaction. He or she provides the facilitator with the actual discussion
prompt immediately prior to the time of the group discussion.The examiner then finds a place to sit which is suitable
to allow him or her to observe candidate behaviour as well as to listen to the interaction. Active listening can be
shown by body language as well as by verbal signalling and the examiner notes this.
At Entry 3, the discussion centres on the planning of a social event which the candidates could feasibly attend.
An appropriate event is selected by the examiner after he or she has interviewed the individual candidates.
The event is selected with the composition of the discussion group in mind.
Possible events could be:
• a visit to a shopping venue
• a cinema visit
• a musical concert
• end of course party
• a religious festival
• a sporting fixture.
At the end of the discussion, the examiner indicates to the facilitator that the time is up. The facilitator closes
the discussion.
The examiner thanks the candidates and facilitator and ends the examination.

4. Assessment
Examiners make their assessments with reference to the Generic performance descriptors, as stated in the
Introductions booklet, in combination with the Task-specific mark scheme provided overleaf. This details the actual
performance and competence required for each particular Speaking and 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, whichever is more relevant to the actual task.

7
Speaking Component 1: Task 1—Exchange of information comparing people and places
and Listening 1. Speak to Speak clearly to be heard and understood using appropriate speed, clarity and phrasing
Task-specific communicate Make requests, ask questions to obtain information in the familiar context of
mark scheme comparing people and places
Express clearly statements of facts and give short comparative descriptions

2. Listen and Use strategies to clarify and confirm understanding

respond Respond to a range of questions about the topic
Listen to and respond appropriately to other points of view

3. Accuracy and Word order in complex sentences with one subordinate clause
range of the key There has/have been
language items A wide range of wh- questions
N.B. When assessing a candidate’s Defining relative clauses
performance in this criterion, Markers to indicate contrast
examiners are required to come Comparative and superlative adjectives and comparative structures
to a judgement on the balance
of competence in the items listed
using the Generic descriptors for
guidance.

Component 1: Task 2—Narration of simple story either factual or fiction

1. Speak to Speak clearly to be heard and understood
communicate Express clearly statements of fact and short accounts
Narrate events in the past
2. Accuracy, range Word order in complex sentences
and appropriacy Range of verbs plus -ing
of the key Verbs plus infinitive
language items Past continuous
N.B. (see above) 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

Component 1: Task 3—Role-play—Giving personal information in a formal context

1. Speak to Speak clearly to be understood using appropriate speed, clarity and phrasing
communicate Use formal language and register
Make requests and ask questions to obtain information in an unfamiliar context
Express clearly statements of fact, giving personal information

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

3. Accuracy, range Word order in complex sentences with one subordinate clause
and appropriacy Infinitive of purpose
of the key Wh- questions
language items Present perfect with time phrases
N.B. (see above) Wide range of adverbials
Range of tenses describing past, present and future events
Component 2: Group discussion—Planning a social event
Make contributions to the discussion that are relevant to the subject
1. Engage in
Follow and understand the main points of the discussion
discussion
Make suggestions, arrangements and plans with other people
Respect the turn-taking rights of others
Listen for and follow the gist; listen for detail
Listen for an identify relevant and new information
Listen to and respond appropriately to other points of view

2. Accuracy, range Question tags with appropriate tenses

and appropriacy Verb plus infinitive
of the key Future simple verb forms
language items Modals to express possibility
N.B. (see above) Probability and certainty in the future
Common phrasal verbs, modals for suggestions and advice
Use of vague language
I’d rather

8
 Speaking
and Listening

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 and 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.
The particular requirements are summarised below.
Component 1
Task 1—Exchange of information comparing people and places
The aim of this task is to replicate as closely as possible, within the constraints of the candidate’s language
competence, an authentic conversation of the type that might occur between two people on a first meeting. It is not
therefore intended to be a question/answer interrogation but an exchange and as such involves the candidate in
responding naturally to the examiner. 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
• make requests
• ask questions to obtain information about people and places
• 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.
Practice is also needed in listening to a variety of speakers producing extended turns.
Task 2—Narration of simple story either factual or fictional
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 which can be fact or fiction for no more than two minutes. Timing is
important and the candidate needs to consider how much material is required for a talk of this length and not
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 past tense verbs, including past continuous
• structure the discourse with markers of sequence and addition.
Task 3—Role-play—Giving personal information in a formal 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 but not to act a part and the task is therefore
part role-play, part simulation. It is the examiner who temporarily takes on a role, of a librarian or an interviewer etc.,
whilst the candidate needs to adapt the language used to the given situation. 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:
• take part in a role-play in a less familiar context
• make requests and ask questions to obtain information
• give personal information in a formal context
• make comments and give feedback.

9
Speaking
and Listening

Component 2—Planning a social event

In a small group discussion, as well as functional and linguistic competence, there are many other aspects of note.
How are contributions initiated? How do the participants interrelate with each other? What effect does body
language have on the discussion? How do participants take and give up turns? Learners need to practise such small
group-work in which the teacher takes a back seat and allows learners to build up confidence in relating to each
other without always going through the teacher as mediator.
The candidate is expected to:
• take part in a group discussion, respecting the conventions of turn-taking
• follow and understand the main points of the discussion
• offer appropriate contributions and respond to the contributions of others
• make suggestions, arrangements and plans with other people.
In addition to this booklet, there are various other resources available. See the Adult ESOL Core Curriculum Speaking
and Listening section on pages 176–217. Another valuable resource is the DfES ESOL Skills for Life Teacher Reference
File. For Entry 3, there are 8 units and an accompanying CD-Rom of relevant practice activities. The Trinity ESOL Skills
for Life video supplied to every registered centre gives an example of a genuine examination at each level and will
prove invaluable to centres in helping teachers to prepare candidates fully and appropriately.

Example of possible exchanges between examiner and candidate

The sample exchanges opposite show some ways in which examiners and candidates might express themselves
during the different tasks. These are only examples, not models to be learned.
The samples are extracts which have been adapted from the Trinity ESOL Skills for Life video and reflect a secure
pass performance.

Component 1 Examiner Candidate

I live in Croydon. Croydon is a good town. There are lots of
shops and lots of restaurants. You can buy everything there.
I like Croydon
Is Croydon the same as your town in Turkey?
No, it’s different. Croydon is cleaner than Turkey and the
people are more friendly. Transport in England is very good.
What do you think about transport? …

Which college do you think has better facilities?

I think this college has better facilities because they are
providing a separate computer room, a free self-access room
for students where they can do whatever they want and there’s
a common room here where you can join in and play pool
and so on.
Which environment do you like, Brighton or London?
Good question … I like both …

I’m going to tell a story about a father and his son. Once upon
a time, a father and his son were going on a donkey to some
other place. This is a story of Pakistan where I am from.
They were going from one city to another and both were
sitting on the donkey and people saw them and said how
cruel these two people are, they both are sitting on one
donkey. The son said to the father the people are saying this.
Why don’t I get off and walk? …

I want you to imagine you’re at the Job Centre. I work in

the Job Centre and I need to ask you for information in
order to find out what kind of job you’d like.
First of all, what kind of job are you looking for?
I’m looking for a job in administration … this type of work …

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 Speaking
and Listening

Candidate 1 Candidate 2 Candidate 3 Candidate 4 Component 2:

Four candidates
What do you think? We
plan a day out
should go out for a day
tomorrow or next week. together
Oh yeah, that’s going to
be cool. But where?
We can go to Brighton if the
weather’s nice. We must first
of all check the weather.
But near the sea is not very
good because it’s breezy and
if the tide comes in, it’s
dangerous.
I think it’s not dangerous.
There are some people who
are responsible, who look
after the people if there’s any
problem with the water.
I think that’s another reason
to go to Brighton because the
weather’s nice.
Shall we go?
I was thinking of going to a
park or something like that.
How can we go? By car,
by train?

Discussion continues.

11
Speaking
and Listening

Speaking and 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 coverage Component 1: Task 1—Conversation with examiner in which information is exchanged,comparing people and places
of descriptors, Basic skills standards Component skills Knowledge and understanding Indicative language
component descriptor and/or behaviour
skills and
knowledge Sc/E3.1 Speak clearly to 1a use stress, intonation – recognise unstressed vowels and be father, than
be heard and and pronunciation to be able to produce the schwa sound
and
understood using understood and make – show awareness of where stress falls comparison
understanding appropriate meaning clear in multi-syllable words, and place
clarity, speed and stress appropriately
phrasing
– 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
1b articulate the sounds – distinguish between phonemes to better, bitter
of English to make avoid ambiguity
meaning clear

Sc/E3.3 Make requests 3a make requests – use a range of modal verbs and other Could you tell me …?
and ask questions forms, suitable for asking for something
to obtain – use a range of question words
information in
familiar and 3b ask questions to obtain – form both open and closed questions Have you been there?
unfamiliar personal or factual in a range of tenses, e.g. present perfect, What are they doing there?
contexts information present continuous, with appropriate
intonation
– form alternative questions, including Which is better, the city or the
comparative questions, with awareness countryside?
of the tendency for intonation to rise
on the first alternative and fall on the
second
3d ask for descriptions of – be able to request descriptions through Is it possible for you to tell me
people, places direct questioning and more open ways about …?
and things of asking

Sc/E3.4 Express clearly 4a express clearly – be able to form simple compound and
statements of statements of fact complex sentences with appropriate
fact and give word order
short – use with some accuracy suitable verb They built many new
explanations, forms (particularly contracted forms) buildings there last year.
accounts and to make clear the time together with
descriptions appropriate time markers
– use with some accuracy other
grammatical forms suitable for the level
– know that intonation normally falls on
a statement

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 Speaking
and Listening

Component 1: Task 1 (continued)

Basic skills standards Component skills Knowledge and understanding Indicative language
descriptor and/or behaviour

Sc/E3.4 (continued) 4b give personal – recognise direct and indirect requests

information for personal information, and
understand the type and amount of
detail required
– be able to give specific information There are people living
about time and place using there these days who
prepositional phrases and subordinate can’t get a job.
clauses
– be able to respond to a question and I think she was very good.
follow up the response with further Did you?
relevant information or comment or
with a reciprocal question
4f give a short description – be able to use a number of adjectives, It’s the biggest city in the
and make comparisons together with the comparative and country.
superlative form
– be able to express similarity and She’s as tall as her mother.
contrast through the use of marker such
as but, however, comparative structures
such as as … as

Lr/E3.4 Use strategies to 4a clarify and confirm – use strategies to interrupt at Sorry, can I ask …?
clarify and understanding through appropriate points to ask for
confirm verbal and non-verbal clarification
understanding means – know non-linguistic ways of Nods, smiles
confirming understanding

Lr/E3.5 Respond to a 5b respond to requests for – recognise a number of question types

range of information and understand the type and amount of
questions about detail required
familiar topics

Lr/E3.6 Listen to and 6b listen to and respond – be able to pick out the main points made
respond appropriately to other by another speaker and recognise his or
appropriately points of view her opinion
to other points
of view

Component 1: Task 2—Narration of a simple story either factual or fictional

Sc/E3.4 Express clearly 4a express clearly – use with some accuracy suitable verb
statements of fact statements of fact forms (particularly contracted forms) to
and give short make clear the time together with
explanations, appropriate time markers
accounts and
descriptions 4c narrate events in – use a range of verb forms suitable for
the past 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

13
Speaking
and Listening

Task coverage Component 1: Task 3—Role-play—Giving personal information in a formal context

of descriptors, Basic skills standards Component skills Knowledge and understanding Indicative language
component descriptor and/or behaviour
skills and
knowledge Sc/E3.1 Speak clearly to 1a use stress, intonation – be able to select appropriate words to And did you see it?
and be heard and and pronunciation to be carry stress and be able to utter the
understood using understood and make sentence, making the stress clear
understanding
appropriate meaning clear
clarity, speed and
phrasing 1b articulate the sounds of – distinguish between phonemes to avoid
English to make ambiguity
meaning clear

Sc/E3.2 Use formal 2a use formal language – be aware of the need to adapt register Good morning, sir.
language and and register when according formality and use appropriate Please forgive me but I have
register when appropriate forms of address when greeting and to leave.
appropriate leave-taking
– be aware of the need to adapt register
according to speaker relationship
– be aware of the need to adapt register I really can’t understand how
to the seriousness of the situation that happened.

Sc/E3.3 Make requests 3a make requests – understand the way register can vary May I add …?
and ask questions according to the formality, speaker
to obtain relationship or type of request
information in – understand that it is often important You said it before but could
familiar and for a pre-request to precede a request you repeat …?
unfamiliar
contexts

Sc/E3.4 Express clearly 4a express clearly

statements of fact statements of fact
and give short
accounts, 4b give personal
explanations and information
descriptions

Lr/E3.3 Listen for and 3b listen for relevant and – know some of the linguistic devices The main thing is …
identify relevant new information in that speakers can use to draw
information and face-to-face situations attention to their main point
new information – ask for clarification where necessary May I just check …?
and confirm understanding

Lr/E3.4 Use strategies 4a clarify and confirm – be aware of the need to summarise key Right, so you said …
to clarify and understanding through points in certain circumstances in order
confirm verbal and non-verbal to confirm understanding
understanding means

14
 Speaking
and Listening

Component 2: Group discussion—Planning a social event

Basic skills standards Component skills Knowledge and understanding Indicative language
descriptor and/or behaviour

Sd/E3.1 Make 1a take part in social – be able to vary ways of greeting,

contributions to interaction leave-taking, offering, inviting etc.
discussions that according to the relationship between
are relevant to speakers
the subject
1c express feelings, likes – use the -ing form as object of verbs I love eating in restaurants.
and dislikes expressing liking
– use a range of adjectives and I really like that place …
intensifiers for expressing feelings,
with appropriate intonation
– be able to follow up a statement of
liking or disliking, with reasons or
explanation
1d express views and – be able to use some phrases for In my view, …
opinions introducing an opinion and know A restaurant’s a good idea …
that it is not always necessary to
use an introductory phrase
– be able to use modal verbs and other We might go there later.
forms to express future possibility
1e make suggestions/ – use suitable phrases for making Let’s meet in the city centre.
give advice suggestions, giving advice, asking for Shall we meet there?
advice and suggestions, accepting and
rejecting advice and suggestions
– be aware of the importance of polite
intonation with the above
– be aware that, in rejecting advice and I don’t think so—it will be too
suggestions, it is often necessary to crowded.
give a reason
1f make arrangements/ – be able to ask for and make I’ll cook the main course.
make plans with other suggestions, to accept or reject
people suggestions and to make offers
– understand and be able to follow a
usual structure for this type of
discourse, e.g. make a suggestion,
reject with a reason, make an
alternative suggestion, reach
agreement, conclude
1g relate to other speakers – recognise the main points made by
other speakers and make relevant
response
– be able to use non-verbal signalling Hand gestures etc.
to acknowledge other speakers’
contributions and join in discussion
– be able to express agreement, partial I’m not really sure …
agreement, disagreement
or uncertainty

15
Speaking
and Listening

Task coverage Component 2 (continued)

of descriptors, Basic skills standards Component skills Knowledge and understanding Indicative language
component descriptor and/or behaviour
skills and
knowledge Sd/E3.2 Respect the 2a ask about people’s – be able to form a range of different You agree, don’t you?
and turn-taking rights feelings and opinions question types, including alternative
of others during questions and tag questions
understanding discussions
2b understand the – use appropriate language for offering No, you go first.
turn-taking process a turn to another speaker
– be able to recognise suitable points Can I join in …?
for interruption and use appropriate
language for interrupting politely

Lr/E3.3 Listen for and 3b listen for relevant and – know some of the linguistic devices The main thing is …
identify relevant new information in used to draw attention to a main point,
information and face-to-face situations in informal interaction
new information – understand how body language can Leaning forward, tapping
from discussions be used to emphasise a point desk etc.
– ask for clarification where necessary May I just check …?
and confirm understanding

Lr/E3.6 Listen to and 6a recognise a variety of It’s possibly the worst feeling
respond feelings expressed by Oh no. That’s terrible.
appropriately to another speaker
other points of
view 6b listen to and respond – identify common structures/vocabulary
appropriately to other used in expressing a variety of
points of view feelings/emotions
– be able to respond appropriately to a
range of feelings
– be able to pick out the main point(s)
made and recognise opinions
– know how to indicate agreement, Oh yes, I see but maybe we
disagreement etc. and be able to add can …
comment to another person’s point

Lr/E3.7 Follow and 7a listen for the gist of a – understand that discussions can serve Discuss and reach a
understand the discussion different purposes and be able to consensus of opinion and
main points of recognise them conclude a plan
discussions – identify opinions and/or factual Respond appropriately
information and identify common according to whether
structures used in expressing opinions something is presented as
and facts a fact or opinion
7c follow and participate – understand the vocabulary for
in a discussion expressing the key ideas associated with
the topic and know words and phrases
for giving an opinion about the topic
– follow the interactive nature of the Follow turns and participate
discussion

16
 Reading

Reading
1. Candidate profile
In order to demonstrate ability at this level, candidates are expected to:
• read and understand short, straightforward texts on familiar topics accurately and independently
• read and obtain information from everyday sources.

2. Format
The Reading mode takes the form of a formal examination paper lasting 60 minutes.
The examination consists of three tasks, all of which must be undertaken.
The three tasks contain 20 test items:
Task 1 8 questions
Task 2 6 questions
Task 3 6 questions
The texts will be such text types as:
• forms and notes
• records and diagrams
• e-mails and letters
• narratives
• simple instructions
• short reports.
The item types may be any of the following:
• cloze passage
• sentence completion
• table completion
• matching exercise
• multiple-choice item (one correct answer and two distractors).

3. Procedure
Candidates must write their answers on the examination paper itself in the space/s indicated.
Candidates sit the examination at their own registered Trinity ESOL Skills for Life centre. The papers are sent out by
Trinity’s 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.
Reading papers can be taken in the same session as Writing papers.

4. Marking
Test papers are returned to Trinity and are marked at Trinity’s Head Office. Each item is awarded one mark.Therefore,
the maximum possible number of marks is 20. The pass mark is 13.

5. Guidance
In order to prepare candidates for the Reading paper, teachers are directed to the relevant section of the Adult ESOL
Core Curriculum, pages 218–231 and to the DfES ESOL Skills for Life Teacher Reference File. The Trinity website also
contains sample papers for teachers and candidates to see exactly what to expect and to gain useful practice. Go to
the main website at www.trinitycollege.co.uk and follow the links to ESOL and then ESOL Skills for Life, then Sample
Papers and then Entry 3 Reading. One sample of a Task 2 can be found below and following that, a table summarising
task coverage. In all the tasks, each of the test items is linked to a specific component skill, knowledge and
understanding item in the Adult ESOL Core Curriculum, thus ensuring complete coverage of all the standards.
Candidates, therefore, need reading practice with a focus on word, sentence and text level.

17
Reading

Sample of Reading paper—Task 2

Read the following text and then answer the questions.

Index
adjectives 94–102
order of adjectives 94
adjectives after verbs 95
and adverbs 96
comparatives 100
superlatives 102
adverbs
and adjectives 97
comparatives 101–2
position of adverbs 106
agree 54
apologise (for) 60
articles 69–77
a/an 69–71
a/an and the 72
the + adjective 73
the + nationality 73
the + streets, buildings 77

Index text adapted from English Grammar in Use by R Murphy

Questions
9. Please circle the correct letter.
You will find this text
A in a dictionary
B at the back of a grammar book
C at the front of a grammar book

10. You would use this index to

11. Which entry can be found under two different headings?

12. Please circle the correct letter.

Which entry would follow on from ‘articles’ in the list?
A apostrophe
B auxiliary verbs
C ago

13. Which two entries are on the same page?

14. Which page gives information about the use of articles with street names?

18
 Reading

Reading 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—Explanatory or chronological text Task coverage

Basic skills standards Component skills Knowledge and understanding of descriptors,
descriptor component
skills and
Rt/E3.1 Trace and 1a understand and identify – use a range of strategies to understand how meaning knowledge
understand the how meaning is built up is built up in paragraphed text
main events of in chronological and and
– recognise the common structure of paragraphs and
chronological, explanatory texts of how paragraphs link together to develop meaning understanding
continuous more than one
descriptive and paragraph – recognise the significance of organisational structure
explanatory texts and the different uses of paragraphs to build up
of more than one meaning in texts
paragraph

Rt/E3.4 Identify the main 4a extract the main points – understand that some parts of texts may be more
points and ideas, and ideas, and predict important to overall meaning than others
and predict words words from context – develop awareness of topic sentences
from context

Rt/E3.7 Scan texts to 7a scan different parts of – understand that it is not always necessary to read
locate texts to locate every word to understand a text
information information

Rt/E3.8 Obtain specific 8a read every word to – understand when it is necessary to read every word to
information obtain specific understand a text
through detailed information – judge when detailed reading is necessary and when
reading skimming or scanning is more appropriate and obtain
appropriate information by reading in detail

Rs/E3.1 1b use knowledge of syntax

(not identified in Adult and grammar to work
ESOL Core Curriculum) out meaning and
confirm understanding

Rw/E3.1 Recognise and 1a recognise and – show awareness of the concept of key words
understand understand relevant
relevant specialist specialist key words
key words

Task 2—Informational texts, e.g. contents pages, indices, menus etc.

Rt/E3.2 Recognise the 2a understand and
different distinguish the different
purposes of texts purposes of texts at this
at this level level

Rt/E3.5 Understand and 5a locate organisational – understand that organisational features occur in
use organisational features, such as different places in a text and that this helps to predict
features to locate contents, index, menus, meaning and to locate information
information and understand their – understand the purpose of different organisational
purpose features

Rt/E3.6 Skim read title, 6a skim read key textual – understand that we skim read for different purposes
headings and features for different and that not all texts need to be read in detail
illustrations to purposes – develop awareness of which textual features give
decide if material clues to meaning
is of interest

Rt/E3.7 Scan texts to 7a scan different parts of – understand that it is not always necessary to read
locate texts to locate every word, or every word in a relevant section, to
information information understand a text
– develop strategies for extracting information from
various parts of text

19
Reading

Task coverage Task 2 (continued)

of descriptors, Basic skills standards Component skills Knowledge and understanding
component descriptor
skills and
knowledge Rw/E3.1 Recognise and 1a recognise and – show awareness of the concept of key words
and understand understand relevant – show knowledge of word families, shared roots and
relevant specialist specialist key words prefixes and suffixes to help read and understand
understanding key words some key specialist words
– understand that knowledge of prefixes and suffixes
can be generalised to other vocabulary

Rw/E3.4 Use first- and 4a Use first- and second- – be aware of the importance of alphabetical order of
second-place place letters to find and letters within a word
letters to find and sequence words in
sequence words alphabetical order
in alphabetical
order

Task 3—Extracts from different text types for identifying text purpose

Rt/E3.2 Recognise the 2a understand and – identify the purpose

different distinguish the different – be aware that similar types of text can have different
purposes of texts purposes of texts at this purposes, audience, and intended outcome and that
at this level level this may be indicated by features of register
– understand that information or purpose may not
always be stated overtly and that the reader needs to
make the connections

Rt/E3.3 Recognise and 3a identify the key – recognise typical layout used in instructional texts
understand the organisational features – understand that key grammatical features, register,
organisational of instructional texts vocabulary may vary according to the formality of
features and the text
typical language
of instructional
texts

Rt/E3.9 Relate an image 9a relate an image to print – be aware that images are sometimes part of whole
to print and use it and use it to obtain texts and provide meaning
to obtain meaning
meaning

Rs/E3 (not identified in 1a recognise the generic – show awareness of linguistic features of texts to work
Basic Skills features of language of out meaning and confirm understanding
standards level instructional texts
descriptor) 1b use knowledge of
syntax and grammar to
work out meaning and
confirm understanding
in other types of text at
this level

Rw/E3.1 Recognise and 1a recognise and – show awareness of the concept of key words
understand understand relevant
relevant specialist specialist key words
key words

Rw/E3.2 Read and 2a read and understand – read and respond to form-filling conventions and
understand words and phrases language commonly used on forms
words and commonly used on – read and respond to stated and unstated instructions
phrases forms on forms
commonly used
on forms

20
 Writing

Writing
1. Candidate profile
In order to demonstrate ability at this level, candidates are expected to:
• write to communicate information and opinions with some adaptation to the intended audience.

2. Format
The Writing mode takes the form of a formal examination paper lasting 60 minutes.
The examination consists of two tasks, both of which must be undertaken.
Task 1
consists of writing an account or narration of a sequenced past event, either factual or fictional. The text required
will be one of the following:
• account
• narrative.
Task 2
consists of corresponding about a planned future event. The text required will be one of the following:
• letter
• e-mail.
Task summary chart

Task 1 Task 2

Text type account, narrative e-mail, letter

Reader/s teacher, job interviewer friend, relative
college newsletter readers
Register semi-formal informal
Tone/style cohesive, structured, crisp casual, enquiring
Purpose to inform and explain to inform, arrange, invite,
request information
Word length approx. 200 words approx. 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 registered Trinity ESOL Skills for Life centre. The papers are sent out by
Trinity’s 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.
Writing papers can be taken in the same session as Reading papers.

4. Assessment
Examiners make their assessments with reference to the Generic performance descriptors, as stated in the
Introduction booklet, in combination with the Task-specific mark scheme provided overleaf. This details the actual
performance and competence required for each particular Writing 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, whichever is more relevant to the actual task. Completed papers
are sent back to Trinity’s Head Office and marked.

21
Writing
Task-specific
mark scheme

Task 1—Write an account or narrative, factual or fictional, of a sequenced past event

1. Text focus: writing Show evidence of planning and drafting and integrate these into a final
composition legible version
Sequence events chronologically using suitable sequence words,
connectives and discourse markers
Compose a text, organised into short paragraphs, using an appropriate format
and register for a semi-formal account or narrative suitable for the readership

2. Sentence focus: Compose complex sentences consisting of a main and one subordinate
grammar and clause and introducing defining relative clauses using who, which, that
punctuation Use present perfect, used to and past continuous in conjunction with
N.B. When assessing a candidate’s simple past to clarify the chronological sequence
performance in this criterion,
examiners are required to come to Use correct subject–verb agreement
a judgement on the balance
Use punctuation correctly, e.g. capital letters, full stops, commas,
of competence in the items listed
below using the Generic exclamation marks
descriptor for guidance.
Use complex adverbial phrases of time, place, frequency and manner

3. Word focus: Spell correctly common words and relevant key words for work and
spelling and special interest
handwriting Write legibly

Task 2—Write an informal letter about a planned future activity or event

1. Text focus: Include all the relevant information about the event as indicated in the
writing question rubric in order to achieve the communicative purpose
composition Compose a text, organised into short paragraphs, using an appropriate
format and register for an informal letter or e-mail to a relative or friend

2. Sentence focus: Compose complex sentences consisting of a main and one subordinate
grammar and clause and introducing defining relative clauses using who, which, that
punctuation Use simple future verb forms
N.B. When assessing a
Use appropriate modals to express possibility and uncertainty about
candidate’s performance
in this criterion, examiners are the future
required to come to a judgement
Convey definite arrangements clearly
on the balance of competence in
the items listed below using the Make clear inquiries
Generic descriptor for guidance.
Use correct subject–verb agreement
Use punctuation correctly, e.g. capital letters, full stops, commas,
exclamation marks and question marks
Use a wide range of adverbials to express certainty and uncertainty

3. Word focus: Spell correctly common words and relevant key words for parties,
spelling and special interest events
handwriting Write legibly

22
 Writing

5. Guidance
In order to prepare candidates for the Writing paper, teachers are directed to the relevant section of the Adult ESOL
Core Curriculum, pages 232–243 and to the DfES ESOL Skills for Life Teacher Reference File. The Trinity website also
contains sample papers for teachers and candidates to see exactly what to expect and to gain useful practice. Go to
the main website at www.trinitycollege.co.uk and follow the links to ESOL and then ESOL Skills for Life, then Sample
Papers and then Entry 3 Writing. Extracts from one sample of a Task 1 can be found below which illustrate a pass
performance at Entry 3. Following that is a table summarising task coverage. Each task is linked to specific
component skill, knowledge and understanding items in the Adult ESOL Core Curriculum, thus ensuring complete
coverage of all the standards. Candidates, therefore, need writing practice with a focus on word, sentence and text
level. The communicative functions and language items most relevant for these tasks are listed above in the
Task-specific mark scheme.

Sample of Writing paper—Task 1

You read this in your college magazine:

Can YOU help?

New students are arriving soon. They’ll probably
feel a little nervous. You can help them. Do you
remember your first day at college? We want to
print YOUR story. Write and tell us what happened.

Plan your article by making notes of the most important points and then make a draft
version of your article.
Then write the actual article for the college magazine making sure that you proofread it.
(about 200 words)

My first day at this college. I felt so nervous and so lonely. I entered the college door and looked around.
everyone looked so strange. I walked through the college corido and saw a boy with black hair, then one
question sprang up in my mind ‘Is he from my country?’ But I’m too afraid to ask this question to him so I
just walked pass him by toward my classroom.
The room was quite big and there were some table in U style and a table in the middle. I sat near the door
next to a girl who was wearing a sari …

23
Writing

Writing 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 coverage Task 1—Write an account or narrative either factual or fictional of a sequenced past event
of descriptors, Basic skills standards Component skills Knowledge and understanding
component descriptor
skills and
Wt/E3.1 Plan and draft 1a recognise the process – plan, understanding that the choice of how to
knowledge writing of planning and organise writing depends on the purpose, audience
and drafting when writing and intended outcome of writing
understanding certain types of text – identify appropriate register for task and audience
– integrate planning and drafting
– produce final legible version of text
1b make notes as part of – understand the importance of noting key words and
the planning process the relationship between them

Wt/E3.2 Organise writing 2a structure main points of – understand the concept of paragraphing
in short writing in short – understand that paragraphs normally consist of more
paragraphs paragraphs than one sentence
– understand that paragraphs follow on from each other
and are linked together with key words and phrases
– understand key aspects of basic paragraphing
structure

Wt/E3.3 Sequence 3a show sequence through – understand the importance of chronological

chronological the use of discourse sequencing of events in personal writing
writing markers and – understand the sequence words, conjunctions
conjunctions and connectives

Wt/E3.4 Proofread and 4a proofread to check for – understand that proofreading is a way of checking the
correct writing content and expression content and expression
for grammar
and spelling

Ws/E3.1 Write in 1a write using complex – understand that the most basic form of complex
complete sentences sentence consists of a main clause and one
sentences subordinate clause
– understand that sentences can be amplified by
expanding the information around the noun
– understand the importance of register

Ws/E3.2 Use correct basic 2a use basic sentence – know the form of and understand the concept
grammar grammar accurately 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

24
 Writing

Task 1 (continued)
Basic skills standards Component skills Knowledge and understanding
descriptor

Ws/E3.3 Use punctuation 3a use punctuation to aid – understand that full stops and capital letters are
correctly clarity in relation to sentence boundary markers
beginnings and ends of
sentences – understand how punctuation varies with formality

Ww/E3.1 Spell correctly 1a apply knowledge of

common words spelling to a wide range
and relevant key of common words and
words for work special interest
and special vocabulary
interest

Ww/E3.2 Produce legible

text

Task 2—Write an informal letter about a planned future activity or event

Wt/E3.2 Organise writing 2a structure main points – understand the concept of paragraphing
in short of writing in short – understand that paragraphs normally consist of more
paragraphs paragraphs 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

Ws/E3.1 Write in complete 1a write using complex – understand that the most basic form of complex
sentences sentences 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

Ws/E3.2 Use correct basic 2a use basic sentence – know the form of and understand the concept
grammar grammar accurately 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

Ws/E3.3 Use punctuation 3a use punctuation to aid – understand that full stops and capital letters are
correctly clarity in relation to sentence boundary markers
beginnings and ends
of sentences

Ww/E3.1 Spell correctly 1a apply knowledge of

common words spelling to a wide range
and relevant key of common words and
words for work special interest
and special vocabulary
interest

25
Appendix 1

Entry 3 Simple, compound and complex sentences

Key language
• variations in word order To the east is …
items
• word order in complex sentences Divali is a Hindu festival which takes
(Adult ESOL place in autumn
Core Curriculum)
• there has/have been;
there will be/there was going to be

• complex sentences with one subordinate clause:

– of time When the red light goes out, you press
the button
– of reason I didn’t go to the doctor’s yesterday
because I was too ill
– of result They didn’t have an appointment this
week so I had to make one for next week
– of condition If it rains, I’ll stay at home

– of concession Although she can’t swim, she loves

the seaside
• defining relative clauses using who, which, that The car that I bought is quite old

• a range of verbs + -ing form I enjoy swimming

• verbs + infinitive, with and without to We saw the police arrive

• infinitive to express purpose He went to France to learn French

• simple reported statements She says she wants to study English

• a wide range of wh- questions Which colour do you prefer?

• simple embedded questions Do you know where the library is?

• question words including whose Whose bag is this?

• statements with question tags using You’ve got your documents back,
Entry 3 tenses haven’t you?

Noun phrase

• noun phrases with pre- and post-modification fair-haired people with sensitive skin

• a range of determiners all the, most, a few

• use of articles including:

– definite article with post-modification The present you gave me …
– use of indefinite article to indicate This is a perfect cheese …
an example
– use of indefinite articles in definitions An architect is a person who designs
buildings

26
 Appendix 1

Verb forms and time markers in statements, interrogatives, negatives and short forms
• present perfect with since/for, ever/never,
yet/already

• used to for regular actions in the past I used to go to Italy for my holidays

• past continuous She was working in a bank when that

happened
• future simple verb forms I’ll see you tomorrow

• modals and forms with similar meaning:

– positive and negative you should/shouldn’t to express obligation
– might, may, will probably to express
possibility and probability in the future
– would/should for advice
– need to for obligation
– will definitely to express possibility
in the future
– May I? asking for permission
– I’d rather stating preference

• common phrasal verbs and position of I looked it up

object pronouns She looked after them

Adjectives

• comparative and superlative adjectives

• comparative structures as … as, the same as, not so … as …

looks/is like

Adverbs and prepositional phrases

• wider range of prepositions and prepositional in her twenties, of average height

phrases

• a wide range of adverbial uses, e.g. to express possibly, perhaps, definitely

possibility and un/certainty

• more complex adverbial phrases of time, place, as soon as possible

frequency, manner

• a range of intensifiers, including too, enough

Discourse
• markers to indicate:
– addition also
– sequence in the first place
– contrast on the other hand
• markers to structure spoken discourse anyway, by the way

• use of ellipsis in informal situations got to go

• use of vague language I think, you know

27
Appendix 2

Entry 3 • greet
Communicative • take leave
functions and • give personal information
notions • introduce others
• ask for personal information
(Adult ESOL • describe self/others
Core Curriculum) • 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 people’s 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

28