Cambridge English: ESOL Skills for Life

Speaking and Listening Level 2

Sample Test D

Please note: With the exception of the task cards in Phases 1b and 2b, this sample test frame will be
used only by the interlocutor. It will not be shown to the candidates.

 This test should not exceed 26 minutes

 3 mins overall Phase 1a

Hello. My name is (Interlocutor), and this is my colleague (Assessor).
And what are your names? [Look at both candidates in turn.]

Thank you. Could I have your mark sheets? [Collect mark sheets and hand to assessor.] Thank
you.

The first part of the test will be about remembering the past, and you will each give a formal
presentation, but first I'd like you to talk together and share your ideas on the subject.

Find out from each other about an event you enjoyed. You have about two minutes to ask each
other about this, so don't worry if I interrupt you.

[Withdraw eye contact to signal that candidates should start. If necessary, prompt candidates with
questions from the box below (e.g. if candidates are experiencing difficulty in continuing the interaction, if
they stray from the topic or if the language produced is clearly below L2 level). Adapt if necessary.
Encourage candidate-candidate interaction by eliciting agreement or alternative opinions from candidates
by saying things such as "What do you think?", "Tell us what you think.", "And you?".]

Remembering the past – prompts

Talk about:

- something that you have enjoyed.

- what you enjoyed about it.
- whether you would like to do it again.
- whether it has affected your life.

Thank you.
 10 mins overall Phase 1b
Now you are each going to give a formal presentation for about two minutes on the topic of the
past. While you are talking, we will listen to you. Your partner and the assessor [Indicate
assessor.] will then comment or ask you questions about what you have said.

(Candidate A), [Hand Candidate A a candidate booklet – open at correct page – and
point at task.] you are going to talk about whether you think learning about the past helps us to
appreciate our lives today.

"Learning about the past helps us to appreciate our lives today."

What do you think?

For example, think about:

- whether people’s lives have changed for the better.
- what we can learn from the past.
- why people are interested in learning about the past.

(Candidate B), [Hand Candidate B a candidate booklet – open at correct page – and
point at task.] you are going to talk about whether you think we spend too much time and money
celebrating past events.

"We spend too much time and money celebrating past events."

What do you think?

For example, think about:

- the kind of people and events from the past that we celebrate.
- why we celebrate people and events from the past.
- whether there are more important things for us to do.

 1 min

You both have one minute to think about what you want to say. You can make notes if you want
to. [Indicate paper and pencil.] If there’s anything you don’t understand, please ask me.

[Withdraw eye contact to signal start of preparation.]

 2 mins

(Candidate A), are you ready? [Allow up to 15 seconds.] Please tell us all [Indicate
using hand gesture.] whether you think learning about the past helps us to appreciate our lives
today. (Candidate B), please listen, and then comment or ask questions at the end.
All right?

[If the candidate stops before 2 minutes, allow a 5-second pause. If the candidate shows no sign of
continuing, move on.]

Thank you.

 2 mins

(Candidate B), please comment or ask (Candidate A) any questions

that you have.

Thank you. (Assessor), do you have any comments or questions? [Wait for end of
interaction.]

Assessor: Thank you.

[Retrieve Candidate A’s booklet.]

 2 mins

(Candidate B), are you ready, or would you like to look at your notes again? [Allow
up to 15 seconds.] All right? Please tell us all [Indicate using hand gesture.] whether you think we
spend too much time and money celebrating past events. (Candidate A), please
listen, and then comment or ask questions at the end. All right?

[If the candidate stops before 2 minutes, allow a 5-second pause. If the candidate shows no sign of
continuing, move on.]

Thank you.

 2 mins

(Candidate A), please comment or ask (Candidate B) any questions

that you have.

Thank you. (Assessor), do you have any comments or questions? [Wait for end of
interaction.]

Assessor: Thank you.

[Retrieve Candidate B’s booklet.]

 6 mins overall Phase 2a

In this part of the test, you are going to listen to two recordings [Indicate CD player.] and answer
some questions. All right?
You are listening to a radio programme about helping the environment.
Listen to the first speaker who is from the Heat Project, an organisation which helps people to
save energy at home, and answer these questions. You can make notes [Indicate paper.] if you
want to.
(Candidate A), how many people used the Heat Project last year? [short pause] And
what is the problem with some roof insulation?
(Candidate B), when can’t you get a grant? [short pause] And what do many people
worry about?
[Pause for up to 10 seconds to allow time for notes.]

All right? Listen to the first speaker. [Indicate CD player and play CD.]

Recording 1
Interviewer: ‘So what exactly is the Heat Project?’
Guest: ‘Well, it's designed to give people financial help, in the form of a grant, to insulate the walls and
lofts in their homes, with the aim of keeping the house warm and cutting down on heating bills.
It’s quite a big project. It’s supported by over a hundred local authorities in the UK and last
year alone helped ten thousand home owners.’
Interviewer: ‘Great, so can everyone get a grant?’
Guest: ‘Well you can't get one if you do the job yourself. That's because we have to be sure that the
work is done professionally.’
Interviewer: ‘What do you mean?’
Guest: ‘Well, take one problem, for example, the roof insulation that people put in themselves is
usually too thin. We insist that it’s at least 20 cm.’
Interviewer: ‘And wall insulation? What do people need to know about that?’
Guest: ‘Well, a lot of callers have concerns about damage to walls, but let me reassure them that this
won't happen if the insulation’s done properly and it’s actually the type of insulation used that
people should be more worried about, but ...’

(Candidate A), how many people used the Heat Project last year? [Wait for response.]
And what is the problem with some roof insulation?
(Candidate B), when can’t you get a grant? [Wait for response.] And what do many
people worry about?

Thank you.
Now listen to the second speaker, talking about recycling kitchen and garden waste in compost
bins, and answer these questions. Again, you can make notes [Indicate paper.] if you want to.
(Candidate B), why do many people not recycle? [short pause] And how much are
the most expensive compost bins?
(Candidate A), who can get a cheap compost bin? [short pause] And where can you
buy one?
[Pause for up to 10 seconds to allow time for notes.]
All right? Listen to the second speaker. [Indicate CD player and play CD.]

Recording 2

Man: ‘... Hi, I'm John Pike from the environmental health department. It's my job to encourage recycling in the
area. A lot of people just don't bother to recycle because they think it takes too much time. But it really needn't.
It's so easy to do. Take composting for example. Any organic matter, apart from cooked food, can be
composted by putting it into a special bin and leaving it to rot so that it can be used on your garden to fertilize it.
We at the council are offering a massive seventy per cent off the normal prices of compost bins to everyone
who pays council tax. In fact you can get a bin for as little as 10 pounds but they go up to 16 pounds depending
on size and style. They are sturdy and durable, and can be bought from your local garden centre. And
remember you are not only helping your garden, you’re helping the environment too ...’

(Candidate B), why do many people not recycle? [Wait for response.] And how much
are the most expensive compost bins?

(Candidate A), who can get a cheap compost bin? [Wait for response.] And where
can you buy one?

Thank you.

Key to Phase 2a

Recording 1: Recording 2:
Candidate A: Candidate B:
How many people used the Heat Project last year? Why do many people not recycle?
10,000 (home owners) *it takes too much time

What is the problem with some roof insulation? How much are the most expensive compost bins?
(too) thin £16

Candidate B: Candidate A:
When can't you get a grant? Who can get a cheap compost bin?
*if you do the job yourself *everyone who pays council tax

What do many people worry about? Where can you buy one?
damage to walls (local) garden centre

*accept paraphrasing
 7 mins overall Phase 2b

 approx. 3 mins

In this part of the test, we’re going to talk together about the environment. First we’d like you to find
out from each other your views on protecting the environment in this area. What can individuals do
to help protect their local environment?

You have two minutes to talk to each other about this, so don't worry if I interrupt you.

[Withdraw eye contact to signal that candidates should start. If candidates do not start within 10 seconds,
ask: Would you like to start now?]

[If necessary, prompt candidates with questions from the box below (e.g. if candidates are experiencing
difficulty in continuing the interaction, if they stray from the topic or if the language produced is clearly below
L2 level). Adapt if necessary. Encourage candidate-candidate interaction by eliciting agreement or
alternative opinions from candidates by saying things such as “What do you think?”, “Tell us what you think.”,
“And you?”.]

Protecting the environment in this area – prompts

Talk about:

- whether this is an important issue in this area.

- what people already do in this area.
- what else should be done.

Thank you.
 approx. 4 mins

Finally we're going to talk together about protecting the environment in general, and
(Assessor) is going to join the discussion and ask some questions. All right?

(Assessor)?

[Using the prompts below, and adapting where necessary to respond naturally to contributions, engage in
four-way discussion, alternating questions with the assessor.]

Protecting the environment in general – extension questions

- Some people say it’s the government’s responsibility to solve environmental

problems, rather than individuals’. What do you think?
- Are environmental issues given enough attention by most governments?
(Why? / Why not?)
- How can companies be encouraged to be more environmentally friendly?
- Should children learn about environmental problems at school? (Why? / Why not?)
How optimistic are you that we will be able to solve our environmental problems in
the future? (Why?)

[Ask further questions as necessary.]

Thank you. That is the end of the test.

Level 2, Phase 1b

Candidate A

"Learning about the past helps us to appreciate our lives today."

What do you think?

For example, think about:

- whether people’s lives have changed for the better.
- what we can learn from the past.
- why people are interested in learning about the past.
Level 2, Phase 1b

Candidate B

"We spend too much time and money celebrating past events."

What do you think?

For example, think about:

- the kind of people and events from the past that we celebrate.
- why we celebrate people and events from the past.
- whether there are more important things for us to do.