International ESOL

(Speaking & Listening) –

Qualification handbook

October 2024

Version 2.0

Public

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 TABLE OF CONTENTS
1 ESOL QUALIFICATIONS ............................................................................................................ 3
1.1 THE ESOL INTERNATIONAL (SPEAKING & LISTENING) QUALIFICATION HANDBOOK ............. 3
1.2 ESOL QUALIFICATIONS (SPEAKING & LISTENING) ..................................................................... 4
1.3 TOTAL QUALIFICATION TIME (TQT) AND GUIDED LEARNING HOURS (GLH) ........................... 4
1.4 INTRODUCTION TO ESOL INTERNATIONAL (SPEAKING & LISTENING) .................................... 5
1.5 LEVELS AND DURATION OF THE EXAM ........................................................................................ 6
1.6 QUALIFICATION TITLES .................................................................................................................. 7
1.7 CEFR AND ALIGNMENT OF ESOL INTERNATIONAL (SPEAKING & LISTENING) TO THE CEFR
7
1.8 FORMAT AND FEATURES OF ESOL INTERNATIONAL (SPEAKING & LISTENING) .................... 9
1.9 THE FOUR PARTS OF ESOL INTERNATIONAL (SPEAKING & LISTENING) ................................ 9
1.10 KEY RESPONSIBILITIES OF THE MARKING INTERLOCUTOR ................................................... 11
1.11 THE MARKING INTERLOCUTOR MUST: ...................................................................................... 11
2 SYLLABUS ................................................................................................................................ 13
2.1 PRELIMINARY LEVEL – A1 ............................................................................................................ 13
2.2 ACCESS LEVEL – A2 ..................................................................................................................... 18
2.3 ACHIEVER LEVEL – B1 .................................................................................................................. 24
2.4 GRAMMAR ...................................................................................................................................... 31
3 OVERVIEW OF ASSESSMENT FOR ESOL INTERNATIONAL (SPEAKING & LISTENING) 36
4 ACCESS ARRANGEMENTS .................................................................................................... 37

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About LANGUAGECERT®

LANGUAGECERT® is an Ofqual recognised Awarding Organisation responsible for the development

and award of language qualifications. LANGUAGECERT®’s mission is to offer high quality language
qualifications that are truly fit-for purpose for the markets/candidates they serve.

LANGUAGECERT® ESOL International Qualifications (Entry Levels 1, 2 & 3, and Levels 1, 2 & 3
corresponding to CEFR levels A1 to C2) are regulated by Ofqual.

1 ESOL Qualifications
ESOL qualifications are designed for candidates who are not native speakers of English and who wish
to achieve a high quality, internationally recognised qualification in English that is available and
recognised worldwide. They are suitable for candidates who are seeking professional employment in
the UK or elsewhere, or for candidates who need to demonstrate that they have met the required level
of English by passing a test with a Home Office approved Secure English Language testing (SELT)
provider. ESOL International qualifications are designed to reference the descriptions of language
proficiency in the Common European Framework of Reference for Languages (CEFR). The levels in
the CEFR have been mapped to the levels in the Regulated Qualifications Framework for England,
Wales and Northern Ireland (see Pathways to Proficiency: the alignment of language proficiency scales
for assessing competence in English Language DFES / QCA, 2003).

LANGUAGECERT® ESOL International qualifications are available from A1 to C2 and candidates are
able to choose the most appropriate qualification to meet their specific needs. For further information,
please visit the LANGUAGECERT® website (www.languagecert.org).

1.1 The ESOL International (Speaking & Listening) qualification handbook

This LANGUAGECERT® International ESOL (Speaking & Listening) qualification handbook provides a
comprehensive introduction to the LANGUAGECERT® suite of ESOL International (Speaking &
Listening) qualifications and their associated examinations.

The aim of this handbook is to provide information and advice for users of LANGUAGECERT®’s
qualifications, inclusive of all existing and potential centres offering the LANGUAGECERT® ESOL
International (Speaking & Listening) qualifications. This handbook also serves as a reference point for
teachers who prepare their candidates for the LANGUAGECERT® ESOL International examinations.

Please note that separate qualification handbooks have been produced for the International ESOL
(Speaking) and International ESOL (Listening, Reading and Writing) Qualifications. These are also
available on the LANGUAGECERT® website.

If required, for further advice and/or guidance that may be required, LANGUAGECERT® can be
contacted using the LANGUAGECERT® “Contact us Guide”.

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1.2 ESOL Qualifications (Speaking & Listening)

This range of qualifications offers a communicative approach to the testing of Speaking at three levels.
The names used for each level of the LANGUAGECERT® International ESOL qualifications and each
level’s correspondence to the Common European Framework of Reference (CEFR) and UK national
levels are shown in the table below:

LANGUAGECERT®
Equivalent UK (England and
ESOL International Corresponding CEFR Levels
Wales) national levels
Qualification Levels

Preliminary A1 Breakthrough Entry 1

Access A2 Waystage Entry 2

Achiever B1 Threshold Entry 3

1.3 Total Qualification Time (TQT) and Guided Learning Hours (GLH)

The term ‘Guided Learning Hours’ is defined as the hours of guided learning under the immediate
guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or
training.

Total Qualification Time is the number of notional hours which represent an estimate of the total amount
of time that could reasonably be expected to be required in order for a learner to achieve and
demonstrate the achievement of the level of attainment necessary for the award of a qualification.

With regard to Guided Learning Hours, LANGUAGECERT® is consistent with CEFR references which
assign approximate values to levels of International qualifications. As highlighted by ALTE, as a learner
advances up the levels, the number of hours to attain each level increases, this being evidence of the
continual nature of language learning.

Please note that Recognition of Prior Learning (RPL) is not applicable to the suite of ESOL International
qualifications.

CEFR Level and

Corresponding Guided Total
LANGUAGECERT Learning Qualificati
® Qualification Title
and UK national Hours on Time
Levels (England (GLH) (TQT)
and Wales)

Preliminary Level LANGUAGECERT® Entry Level Certificate in

ESOL International (Entry 1) (Speaking & 95 hours 200 hours
A1 – Entry 1 Listening) (Preliminary A1)

Access Level LANGUAGECERT® Entry Level Certificate in

ESOL International (Entry 2) (Speaking & 95 hours 200 hours
A2 – Entry 2 Listening) (Access A2)

Achiever Level LANGUAGECERT® Entry Level Certificate in

ESOL International (Entry 3) (Speaking & 180 hours 300 hours
B1 – Entry 3 Listening) (Achiever B1)

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Please note that the above figures are estimates of numbers of hours a learner is reasonably likely to
undertake in respect of each respective level of the qualification, not cumulative estimates across levels.

LANGUAGECERT® liaises with its centres and users to ensure that appropriate and consistent numbers
of study hours are assigned to its qualifications.

Recognition of Prior Learning (RPL) is not applicable to the suite of International ESOL qualifications.

1.4 Introduction to ESOL International (Speaking & Listening)

The aim of the LANGUAGECERT® ESOL International (Speaking & Listening) qualifications is to
demonstrate a candidate’s ability to communicate using the English language across the CEFR levels
from A1 (Entry 1) to B1 (Entry 3).

The LANGUAGECERT® ESOL International (Speaking & Listening) qualifications offer a

comprehensive test of spoken English. The tasks in the examinations are designed to test the use of
English in real-life situations. The ESOL International series of graded examinations provides ‘steps up
the ladder’ of proficiency and can motivate candidates who are attending courses over a long period to
continue their studies. They are also suitable for candidates attending short courses in English. The
LANGUAGECERT® International ESOL (Speaking) qualifications are also suitable for those who need
to demonstrate that they have met the required level of English by passing a test with a UK Home Office
approved Secure English Language Testing (SELT) provider.

These examinations have been mapped to the levels of the Common European Framework of
Reference for Languages (CEFR).

Who are the LANGUAGECERT® ESOL International qualifications intended for?

The overall objective of the LANGUAGECERT® ESOL International qualifications is to provide

candidates with a qualification that they can use where the ability to speak and understand verbal
English is required. The qualifications are suitable for:

• non-native speakers of English

• young people or adults attending an English language course

• students learning English as part of their school or college curriculum

• people needing English for their everyday or working life

• learners who require externally recognised certification of their command of the English language

• visa applicants who need to demonstrate that they have met the required level of English by passing
a test with a UK Home Office approved Secure English Language Testing (SELT) provider.

Entry Requirements:

• There are no other qualifications that a candidate must achieve, prior to taking a
LANGUAGECERT® ESOL International qualification.

• There are no prior learning requirements that candidates must achieve/have prior to taking the
LANGUAGECERT® ESOL International qualifications, however it is important that centres offer
candidates the most appropriate LANGUAGECERT® ESOL qualification, depending on each
candidate’s ability and needs.

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Why take LANGUAGECERT® ESOL International qualifications?

Frequent Examination Dates

Frequent exam scheduling makes a flexible registration possible that suits the needs of the candidates.

Integrity of total external assessment

All exams are assessed by a group of Marking Examiners at LANGUAGECERT®, regularly

standardised through training to ensure consistency and objectivity of assessment.

Ofqual Recognition

LANGUAGECERT® is an Awarding Organisation recognised and regulated by Ofqual. Ofqual is a non-

ministerial government department that regulates qualifications, exams and tests in England. Ofqual is
independent of government and reports directly to Parliament.

UK Home Office recognition

LANGUAGECERT® is authorized by UK Visas and Immigration (UKVI), to deliver Home Office

approved, Secure English Language Tests (SELTs) in the UK and globally. UKVI is the part of the
Home Office which runs the UK’s visa service. LANGUAGECERT®’s SELTs are a secure, reliable,
trusted and attractive choice for candidates applying for UK visas where English language ability must
be demonstrated.

International recognition

LANGUAGECERT® International English Qualifications (IEQs) are quality English language exams
recognised by employers, educational institutions and professional bodies worldwide for both academic
progression and employment.

Relevance

The tasks are sufficiently universal to suit all language learning styles and preparation methods. Exam
content authentically replicates real-life English in use. All efforts are made to minimise bias in the
examination materials. This includes robust quality assurance in the qualifications/exams development
process and extensive trialing of qualification/assessment materials before live use.

1.5 Levels and duration of the exam

The levels chart below shows the three levels of the ESOL International (Speaking & Listening)
qualifications and the duration of each associated examination. All examinations test Speaking &
Listening skills.

Duration of
Examination
Qualification Titles Speaking &
Levels
Listening Test
LANGUAGECERT® Entry Level Certificate in ESOL
A1 – Preliminary –
International (Entry 1) (Speaking & Listening) 8 - 9 minutes
(Entry 1)
(Preliminary A1)
LANGUAGECERT® Entry Level Certificate in ESOL
A2 – Access –
International (Entry 2) (Speaking & Listening) (Access 9 - 11 minutes
(Entry 2)
A2)
LANGUAGECERT® Entry Level Certificate in ESOL
B1 – Achiever –
International (Entry 3) (Speaking & Listening) 11 - 13 minutes
(Entry 3)
(Achiever B1)

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1.6 Qualification Titles

The table below outlines the level names, full titles and qualification numbers for all levels of the ESOL
International (Speaking & Listening) qualifications.

Ofqual
LANGUAGECERT®
Qualification Title Qualification
and CEFR level
Numbers

LANGUAGECERT® Entry Level Certificate in ESOL

Preliminary (A1) International (Entry 1) (Speaking & Listening) 603/3634/1
(Preliminary A1)

LANGUAGECERT® Entry Level Certificate in ESOL

Access (A2) International (Entry 2) (Speaking & Listening) (Access 603/3635/3
A2)

LANGUAGECERT® Entry Level Certificate in ESOL

Achiever (B1) International (Entry 3) (Speaking & Listening) 603/3636/5
(Achiever B1)

The full qualification titles identify the level of each qualification inclusive of the LANGUAGECERT®,
CEFR, and England and Wales levels.

The name of each examination and appropriate CEFR Level appear on each certificate .

1.7 CEFR and alignment of ESOL International (Speaking & Listening) to the CEFR

The three levels of the LANGUAGECERT® International ESOL (Speaking & Listening) qualifications
are linked to those of the Common European Framework of Reference for Languages 1 developed by
the Council of Europe. The comparative levels chart below shows how the levels relate to each other.

Equivalent UK
LANGUAGECERT®
Common European Framework national levels (England
Levels
and Wales)

A1 Preliminary A1 Breakthrough Entry Level 1

A2 Access A2 Waystage Entry Level 2

B1 Achiever B1 Threshold Entry Level 3

1See ‘Common European Framework of Reference for Languages: Learning, teaching, assessment’ CUP 2001
ISBN 0521 005310

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Descriptions of spoken competence at each level

LANGUAGECERT® and
CEFR qualification Descriptor
level

Preliminary (A1) Can understand and use familiar everyday expressions and very basic
phrases satisfying practical needs in connection with education, training
and social roles.
Can introduce him/herself and others and can ask and answer questions
about personal details such as possessions, address and people known.
Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.

Access (A2) Can understand sentences and frequently used expressions related to
areas of most immediate relevance such as basic personal and family
information, shopping, local geography, employment, education,
training and social roles.
Can communicate in simple and routine tasks requiring a direct
exchange of information, feelings and opinions on familiar and routine
matters.
Can engage in conversation to establish shared understanding about
familiar topics.

Achiever (B1) Can understand the main points of clear standard communication on
matters regularly encountered in social roles, work, school, leisure,
education and training.
Can convey information, feelings and opinions on familiar topics, using
appropriate formality.
Can engage in discussion in a familiar situation making relevant points
and responding to reach a shared understanding.
Can deal with most situations likely to arise whilst travelling in an area
where the language is spoken.
Can describe experiences and events, dreams, hopes and ambitions
and briefly give explanations for opinions and plans.

The above descriptors have been adapted from the global description of the Common European
Framework of Reference for Languages.

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1.8 Format and features of ESOL International (Speaking & Listening)

Skill & Focus Task

Speaking & Listening Part 1: to respond to questions on Give and spell name
familiar matters and communicate personal information
Give country/place of origin
Preliminary and Access: to give personal information
Answer three to four questions
Achiever: to express opinions and ideas in addition to the
above.

Speaking & Listening Part 2: to initiate and respond Two situations are presented by
appropriately in social situations the interlocutor at each level and
candidates are required to
All levels: to communicate in real-life situations using a
respond to and initiate
range of functional language to elicit or respond as
interactions.
appropriate. The sophistication and length of the expected
candidate output increases through A1 to B1.

Speaking & Listening Part 3: to exchange information and Exchange information to identify
opinions similarities and differences in
pictures of familiar situations at
Preliminary and Access: to exchange information to
Preliminary and Access levels
complete a simple task
Hold a short discussion to make
Achiever: to co-operate to reach agreement/decision. The
a plan, arrange or decide on
sophistication and length of the expected candidate output
something using visual prompts
increases through A1 to B1.
at Achiever.

Speaking & Listening Part 4 (a & b): to understand a short Listen to the monologue and
monologue delivered by the Marking Interlocutor and to answer the questions.
deliver a short, uninterrupted talk on a relevant topic
After 30 seconds of preparation
Preliminary and Access: to demonstrate the ability to use time, talk about a topic provided
sentences and produce a piece of connected spoken English by the interlocutor
Achiever: to narrate, describe or communicate ideas and Preliminary – half a minute
express opinion(s). The sophistication and length of the
Access – 1 minute
expected candidate output increases through A1 to B1.
Achiever – 1 and a half minutes
Answer follow-up questions

1.9 The four parts of ESOL International (Speaking & Listening)

Part 1 – communicating personal information

The aim of this part is to settle the candidate and to elicit personal and everyday information. The
Marking Interlocutor first asks for the spelling of the candidate’s family name and then asks for the
candidate’s country of origin. It is not necessary for any information to be written down. The interlocutor
then selects further questions from the list provided.

With the exception of Preliminary, questions are given under topic headings. The questions allow the
candidate to respond by giving personal information, ideas and opinions on a range of topics and should
produce a natural interaction in the time allowed. Questions range from very simple, eg How old are
you? (Preliminary) to more complex prompts, depending on the level.

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Part 2 – communicating appropriately in social situations

The aim of this part is to test the candidate’s use and understanding of functional language in a range
of real-life situations. Interlocutor and candidate enact two situations. The Interlocutor may need to
assume a different persona, but the candidate is never required to do so.

The dialogue will usually involve four exchanges (two short turns each). The interlocutor reads aloud
the exact words given for the chosen situation which signals the start of the dialogue.

The interlocutor first chooses one from four situations provided in the interlocutor script, to which the
candidate responds.

At Preliminary level, a typical situation Interlocutor: We are in a café. I’m a waiter. You’re a
might be: customer. I start.

‘Good morning. What would you like to drink?’

At Achiever level, a typical situation Interlocutor: I’m your friend. You look tired. I start.
might be:
‘Why don’t you take a holiday?’

The Marking Interlocutor then chooses one from four situations provided in the interlocutor script which
require the candidate to initiate the interaction.

At Preliminary level, a typical situation Interlocutor: You want to find a post office. Ask me. You
might be: start.

At Achiever level, a typical situation Interlocutor: I’m waiting for you outside the cinema.
might be: You’re late. You start.

Part 3 – exchanging information and opinions

The aim of this part is to test the candidate’s ability to use and understand English in order to give and
receive information and perform a communicative task. The task topics do not require the candidate to
have specialist knowledge. The interlocutor and candidate exchange information to perform a task.

It is the language used in the interaction that is most important, not the ability to fully complete the task
in the given time. However, the interaction should move towards achievement of the task set.

At Preliminary and Access levels the candidate needs to give and ask for information to find the
differences between two pictures.

At Achiever an attempt at agreement after a discussion based on visual prompts is expected.

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Part 4 – understanding a monologue and presenting a topic

The aim of this part is to test a candidate’s ability to understand a short monologue and then speak
independently about a relevant topic with minimal participation by the Marking Interlocutor. The Marking
Interlocutor reads from a script and then asks the candidate three questions, which need to be answered
orally. Then, the Marking interlocutor announces the topic the candidate needs to talk about. The
candidates are given 30 seconds of preparation time to make notes if they wish.

At Preliminary level, a typical topic might be: What you do on Sundays.

At Achiever level, a typical topic might be: An exciting experience.

The candidate may be asked to answer follow-up questions to their presentation or may be interrupted
with questions from the Marking Interlocutor.

1.10 Key responsibilities of the Marking Interlocutor

The Marking Interlocutor is responsible for conducting LANGUAGECERT® ESOL International

(Speaking & Listening) examinations. S/he elicits the spoken performance of the candidate by asking
questions or setting up speaking tasks using the scripted Interlocutor Framework.

The Marking Interlocutor must be:

• fluent and articulate in spoken English

• highly skilled at eliciting speech

• suitably qualified and experienced in the Teaching of English as a Foreign Language

• fully familiar with the levels of the Common European Framework (CEFR)

• able to adjust their language to reflect the lower 3 levels of the CEFR (A1, A2, B1)

Marking Interlocutors may be native or non-native speakers of English. The Marking Interlocutor must
have an excellent command of English, and be able to use the language to high degrees of skill in order
to elicit language at an appropriate level from the candidate. A wide range of spoken and listening skills
are tested: long turns, short turns, interactional and transactional language.

To ensure all candidates have an equal chance of giving their best performance, the examinations must
be conducted fairly and consistently and in accordance with the rules and regulations laid down by
LANGUAGECERT®.

1.11 The Marking Interlocutor must:

• be fully familiar with the contents of:

o The Guide for Marking Interlocutors
o The Qualification Handbook (Speaking & Listening)

• be able to attend training as required

• manage the interaction in the test and facilitate the candidate’s performance
• assess the candidate’s performance based on a set of criteria and descriptors of performance for
each level

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• be completely familiar with the scripted Interlocutor framework for each level of the ESOL
International (Speaking & Listening) exams and deliver it as accurately as possible

• adjust own use of English and speed of delivery as is appropriate for the level of the exam
• keep to the prescribed timings for all parts of the exam
• ensure that all candidates are treated fairly and given an equal opportunity to speak
• ensure the security of examination material at all times and that no examination materials are left
unattended

• ensure that all the administration connected with the live exam recordings is accurately carried out
• ensure all necessary procedures are in place to prevent malpractice during the examination

During each examination, an Invigilator is available for all aspects of the examination outside the Exam
Room. The Invigilator is responsible for:

• checking the identity of each candidate prior to the exam

• ensuring that candidates wait in a designated area prior to their exam taking place
• showing candidates into the Exam Room at the appropriate time
• providing the candidate with paper and pencil/pen

• ensuring that candidates who have completed their exam do not mix with those who are still waiting
to go into the Exam Room

• ensuring that candidates do not bring unauthorised material into the exam room
• ensuring that candidates do not take with them any exam material after they complete the exam

• ensuring that people moving around in the vicinity of the Exam Room remain quiet.

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2 Syllabus
Introduction

The syllabus shows the standards which a learner must achieve to gain a pass in each of the three
levels of the examination. The standards must be read in conjunction with the sections showing the
grammar tested at each level and the functions and topics used and tested at each level. These follow
each set of standards.

The standards set out in the following pages are cumulative. That is, an A2 candidate, for example, will
be able to carry out the standards set out for A1 and A2.

2.1 Preliminary level – A1

Speaking

The candidate will be able to:

• interact in a simple way provided the other person is prepared to repeat or rephrase things at a
slower rate of speech

• initiate and respond to simple statements about personal details, in areas of immediate need or on
very familiar topics

• communicate in a very limited range of social situations using a basic range of functional language

• exchange information to perform a task

• describe and explain familiar topics and simple routines
• give single-step instructions and directions in familiar contexts

• ask and answer simple questions

• produce simple phrases to express likes, dislikes and preferences in relation to familiar topics

• contribute points to a discussion, provided the other speakers are co-operative.

Pronunciation

The candidate will be able to:

• pronounce with sufficient clarity a limited repertoire of words and phrases so they can be understood
by a sympathetic listener.

Accuracy

The candidate will be able to:

• display a limited control of very basic grammatical structures.

Range

The candidate will be able to:

• produce simple phrases and sentences to give basic information about and descriptions of familiar
people and places, feelings and opinions.

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Register

The candidate will be able to:

• cope appropriately, with support from the other person, in a limited range of familiar social
situations.
Fluency

The candidate will be able to:

• manage the conventions of turn taking in very simple interactions

• use a very limited range of connectors to link utterances.
Listening

The candidate will be able to:

• follow carefully and slowly articulated speech which contains long pauses and repetition to allow
the listener to process the information

• follow short conversations in everyday situations on topics concerning self, family and immediate
surroundings, and understand gist, context and the relationship between speakers

• understand very simple questions, statements, accounts, narratives and single-step instructions
spoken carefully and slowly

• follow short, simple directions and explanations

• identify the function of short utterances (see Grammar and Functions sections which follow)
• extract key information from conversations to complete a simple task.
Phonological features

The candidate will be able to:

• listen for phonological detail to distinguish between similar words.

Range

The candidate will be able to:

• understand key grammatical forms used in very common everyday familiar contexts

• recognise familiar words and very basic phrases concerning self, family and immediate concrete
surroundings.
Understanding gist

The candidate will be able to:

• understand the main ideas of short explanations and conversations

• identify speakers, context and topic of short conversations.
Understanding detail

The candidate will be able to:

• extract key words, numbers and spellings from short statements and explanations.
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Topics - Preliminary Level – A1 • internet

The candidate will be able to engage in spoken • music

interaction on the following topics. • holidays

PERSONAL IDENTIFICATION TRAVEL

• name • public transport
• address • private transport
• date and place of birth • traffic
• age • holiday accommodation
• sex • luggage
• marital status • travel documents
• nationality • signs and notices
• origin
LANGUAGE
• occupation
• foreign language ability
• family
• spelling and the alphabet
• likes and dislikes
RELATIONS WITH OTHER PEOPLE
• physical appearance
• relationships
• title
• correspondence
• first language
• behaviour
HOUSE AND HOME, ENVIRONMENT
• friends
• accommodation, rooms
HEALTH AND BODYCARE
• furniture, furnishing
• parts of the body
• services
• personal comfort
• amenities
• hygiene
• region
• ailments, accidents
• flora and fauna
• medical services
DAILY LIFE
SHOPPING
• at home
• shopping facilities
• at work
• foodstuffs
FREE TIME, ENTERTAINMENT
• clothes, fashion
• leisure
• household articles
• hobbies and interests
• prices
• TV, radio, computer etc
FOOD AND DRINK
• cinema, theatre
• types of food and drink
• intellectual pursuits
• eating and drinking out
• sports
• press

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SERVICES
• post
• telephone
• banking
• police
• hospital, surgery
• garage
• petrol station
• emergency

PLACES
• asking the way and giving directions
• location

WEATHER
• giving information about the climate and
weather
• climate and weather

MEASURES AND SHAPES

• digits and cardinal numbers up to 31
• telephone numbers
• height, length, weight, capacity,
temperature
• dates, times, days
• shape

EDUCATION
• schooling
• subjects

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Functions - Preliminary Level – A1 Making things happen
• responding to a request
(see topics list for contexts)
• requesting something or requesting
Personal environment someone to do something
• asking for and giving personal information • inviting someone to do something
• describing where one lives • accepting or declining an offer or invitation
(accommodation, area, etc)
• giving single-step instructions
• asking and answering questions for
confirmation, information, identification • counting and using numbers.

• describing familiar people, places and Social contact

things
• getting someone’s attention
• correcting information
• greeting people and responding to
• explaining daily routines. greetings

Expressing thoughts and feelings • expressing thanks

• expressing agreement or disagreement • addressing somebody

• stating knowledge or ignorance of • introducing oneself, family and close

something or someone friends

• stating and asking about ability or inability • opening, closing a conversation

to do something • indicating lack of understanding
• seeking, granting or denying permission • asking someone to clarify something
• expressing wishes • asking for and giving the spelling and
• expressing a preference meaning of words

• expressing likes and dislikes • asking for and telling people the time, day,
date
• offering and accepting an apology.
• taking leave.

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2.2 Access level – A2

Speaking

The candidate will be able to:

• speak with reasonable ease in structured situations and short conversations on familiar topics,
although from time to time will be asked to repeat or clarify
• communicate personal information to give simple descriptions of family, other people, living or
working conditions, habits and daily routines, education background and/or job
• communicate in a limited number of social situations using a range of functional language
• exchange information to perform a task
• give simple directions, instructions and explanations
• ask and answer questions
• give a short description or tell a simple story using simple and compound sentences
• express simple feelings and opinions and establish a shared understanding.

Pronunciation

The candidate will be able to:

• pronounce the sounds of English sufficiently clearly to be generally understood.

Accuracy

The candidate will be able to:

• display some control of basic grammatical structures.

Range

The candidate will be able to:

• display an adequate range of vocabulary to communicate on familiar topics and perform simple
tasks.

Register

The candidate will be able to:

• adjust language to suit context in straightforward situations.

Fluency

The candidate will be able to:

• manage the conventions of turn taking in short social exchanges, using simple techniques to start,
maintain, and end a conversation
• use a limited number of common discourse markers.

Listening

The candidate will be able to:

• understand speech which is clearly and slowly articulated

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• follow short conversations both formal and informal connected with education, work and social life
understanding gist, context, feelings, opinions and relationships
• understand simple questions, statements, narratives, directions, explanations and instructions
• identify the function of short utterances (see Grammar and Functions sections)
• extract and reproduce key information from simple spoken messages and announcements.

Phonological features
The candidate will be able to:
• recognise stress and intonation in simple and compound sentences

Range

The candidate will be able to:

• understand key grammatical forms used in common everyday contexts and situations
• understand high frequency vocabulary and basic phrases relating to areas of immediate personal
relevance in straightforward familiar formal and informal exchanges.

Understanding gist

The candidate will be able to:

• understand the main ideas in short, clear, simple messages, presentations and announcements,
explanations, narratives and instructions
• identify topic, purpose, context, speakers, relationships and opinions from conversations.

Understanding detail

The candidate will be able to:

• extract key words, phrases, numbers and spellings from announcements and messages.

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Topics – Access Level – A2 • holidays

PERSONAL IDENTIFICATION TRAVEL

• name • public transport
• address • private transport
• date and place of birth • traffic
• age • holiday accommodation
• sex • luggage
• marital status • travel documents
• nationality • signs and notices
• origin
RELATIONS WITH OTHER PEOPLE
• occupation
• relationship
• family
• correspondence
• likes and dislikes
• behaviour
• physical appearance
• invitations
• title
• friends
• first language
HEALTH AND BODYCARE
HOUSE AND HOME, ENVIRONMENT
• parts of the body
• accommodation, rooms
• personal comfort
• furniture, furnishing
• hygiene
• services
• ailments, accidents
• amenities
• medical services
• region
SHOPPING
• flora and fauna
• shopping facilities
DAILY LIFE
• foodstuffs
• at home
• clothes, fashion
• at work
• household articles
FREE TIME, ENTERTAINMENT • prices
• leisure
FOOD AND DRINK
• hobbies and interests
• types of food and drink
• TV, radio, computer etc
• eating and drinking out
• cinema, theatre
SERVICES
• intellectual pursuits
• post
• sports
• telephone
• press
• banking
• internet
• police
• music

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• hospital, surgery
• garage
• petrol station
• emergency

PLACES
• asking the way and giving directions
• location

LANGUAGE
• foreign language ability
• spelling and the alphabet

WEATHER
• providing limited information about the
climate and weather

MEASURES AND SHAPES

• digits and cardinal numbers up to 100 and
multiples of 100
• telephone numbers, process
• height, length, weight, capacity,
temperature
• dates, times, days
• shape

EDUCATION
• schooling
• subjects

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Functions - Access Level – A2

(See topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area, etc)
• asking and answering questions for confirmation, information, identification
• describing people, places and things
• correcting information
• explaining daily routines
• describing past events
• comparing things, people

Expressing thoughts and feelings

• expressing agreement or disagreement

• denying something
• expressing views and feelings with reasons
• stating and asking about knowledge or ignorance of something or someone
• stating and asking about ability or inability to do something
• stating and asking about certainty or uncertainty of something
• seeking, granting or denying permission
• expressing and asking about wishes and hopes
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating a preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing gratitude
• offering and accepting an apology
• expressing approval or appreciation
• expressing regret

Making things happen

• responding to a request
• requesting something or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions

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• giving advice
• warning others to be careful or to stop doing something
• offering and requesting assistance
• suggesting a course of action

Social contact

• getting someone’s attention

• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• introducing oneself, family and close friends
• opening, closing a conversation
• congratulating someone
• indicating lack of understanding
• asking someone to clarify or explain something
• asking someone to repeat all or part of something
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• summing up
• taking leave
• observing telephone conventions

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2.3 Achiever level – B1

Speaking

The candidate will be able to:

• interact competently if not always accurately in everyday situations

• communicate personal information, opinions and ideas and respond to those of others
• communicate in a variety of social situations using an appropriate range of functional language
• exchange information, feelings and opinions to perform a task
• narrate, describe, explain and express opinions in extended speech related to familiar contexts
• contribute points to a simple discussion.

Pronunciation

The candidate will be able to:

• pronounce the sounds of English sufficiently well to be generally understood and show a fair control
of stress and intonation patterns.

Accuracy

The candidate will be able to:

• display a good control of basic grammatical structures without impeding errors when dealing with
familiar topics.

Range

The candidate will be able to:

• display an adequate range of vocabulary and expression to deal with familiar situations and topics
• narrate using past tenses.

Register

The candidate will be able to:

• adopt a degree of formality appropriate to familiar circumstances
• use appropriate phrases in familiar situations such as greeting and leave-taking.

Fluency

The candidate will be able to:

• initiate and follow the norms of turn-taking, prompt and manage the discourse with a degree of
independence
• connect descriptions, narratives and descriptions in simple ways
• speak without undue hesitation unless searching for information, vocabulary or when reformulating

Listening

The candidate will be able to:

• understand clearly articulated standard speech delivered relatively slowly

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• follow short conversations both formal and informal in a range of familiar situations understanding
gist, context, feelings, opinions and relationships
• understand straightforward narratives, sequences, instructions, directions and explanations
• identify the function of short utterances (see Grammar and Functions sections)
• follow the main points, speakers, purposes and attitudes in an extended discussion
• extract and reproduce key information from announcements and media broadcasts on a range of
familiar topics.

Phonological features

The candidate will be able to:

• recognise stress and intonation in order to follow discourse
• recognise feelings, moods, attitudes, important points and opinions expressed through stress and
intonation.

Range

The candidate will be able to:

• understand key grammatical forms used in familiar and less familiar contexts and situations
• understand high frequency vocabulary and expressions relating to familiar and less familiar topics.

Understanding gist & detail

The candidate will be able to:

• understand the main ideas in straightforward announcements, conversations and discussions on
familiar and less familiar topics.
• extract key information from announcements, conversations and discussions on familiar and less
familiar topics.

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Topics - Achiever Level – B1 • intellectual pursuits

PERSONAL IDENTIFICATION • sports

• name • press

• address • internet

• date and place of birth • music

• age • holidays

• sex • exhibitions, museums

• marital status • artistic pursuits

• nationality PLACES
• origin • asking the way and giving directions
• occupation • location
• family
MEASURES AND SHAPES
• likes and dislikes
• all digits and cardinal numbers
• physical appearance
• telephone numbers
• title
• height, length, weight, capacity,
• first language temperature
• character, disposition • dates, times, days
• shape
HOUSE AND HOME, ENVIRONMENT
• accommodation, rooms TRAVEL
• furniture, bedclothes • public transport
• services • private transport
• amenities • traffic
• region • holiday accommodation
• flora and fauna • luggage
• types of accommodation • travel documents
• cost • signs and notices
• entering and leaving a country
DAILY LIFE
• at home RELATIONS WITH OTHER PEOPLE
• at work • relationships
• income • correspondence
• prospects • behaviour
• invitations
FREE TIME, ENTERTAINMENT
• club membership
• leisure
• government and politics
• hobbies and interests
• crime and justice
• TV, radio, computer etc
• social affairs
• cinema, theatre

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• friends

HEALTH AND BODYCARE

• parts of the body
• personal comfort
• hygiene
• ailments, accidents
• medical services

SHOPPING
• shopping facilities
• foodstuffs
• clothes, fashion
• household articles
• prices

FOOD AND DRINK

• types of food and drink
• eating and drinking out

SERVICES
• post
• telephone
• banking
• police
• hospital, surgery
• garage
• petrol station
• emergency

LANGUAGE
• foreign language ability
• spelling and the alphabet

WEATHER
• give information about the climate and
weather

EDUCATION
• subjects
• qualifications

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Functions – Achiever Level – B1

(see topics list for contexts)

Personal environment

• asking for and giving personal information

• describing where one lives (accommodation, area etc)
• asking and answering questions for confirmation, information, identification
• describing people, places, things
• correcting information
• explaining daily routines
• narrating and describing past, present and future events
• comparing things, people
• reporting facts, actions.

Expressing thoughts, feelings and attitudes

• expressing and asking about agreement or disagreement

• denying something
• expressing views and feelings with reasons
• stating and asking about knowledge or ignorance of something or someone
• stating whether a person, thing or action is remembered or forgotten
• enquiring of someone else whether a person, thing or action is remembered or forgotten
• stating and asking about degrees of probability
• expressing, denying or asking about necessity (including logical deduction)
• stating and asking about one’s certainty or uncertainty of something
• stating and asking about one’s ability or inability to do something
• stating and enquiring about one’s obligation (or lack of) to do something
• seeking, granting or denying permission
• stating and asking about the permissibility of doing something
• expressing and asking about wishes and hopes
• expressing and asking about wants, desires, needs
• stating and asking about intention
• stating, responding to and asking about preference
• expressing and asking about likes and dislikes, with reasons
• expressing and asking about (dis)pleasure, (un)happiness
• expressing and asking about satisfaction or dissatisfaction
• expressing disappointment
• expressing gratitude
• expressing and asking about interest or lack of it
• expressing surprise or lack of it

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• expressing and asking about fear or worry
• giving reassurance
• expressing regret, sympathy
• offering and accepting an apology
• granting forgiveness
• expressing approval or appreciation
• expressing regret
• expressing indifference
• expressing and asking about approval or disapproval
• expressing moral obligation

Making things happen

• responding to a request
• requesting something or requesting someone to do something
• inviting someone to do something
• accepting or declining an offer or invitation
• giving instructions
• giving and asking for advice
• responding to or rejecting advice, with reasons
• warning others to be careful or to stop doing something
• offering and requesting assistance
• insisting politely
• persuading someone to do something
• suggesting a course of action
• asking for, responding to or rejecting suggestions with reason/alternative
• encouraging someone to do something
• making and agreeing plans and arrangements
• reaching a compromise
• prohibiting someone from doing something
• making a complaint
• social contact
• getting someone’s attention
• greeting people and responding to greetings
• expressing thanks
• addressing somebody
• making and responding to introductions
• opening, closing a conversation
• congratulating someone
• praising someone

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• paying a compliment
• asking someone’s opinion
• indicating lack of understanding
• giving and asking for clarification or explanation of something
• confirming one’s own or another’s understanding
• asking someone to repeat a word, phrase or sentence
• asking someone to speak more slowly
• asking for help in finding words or phrases
• asking for and giving the spelling and meaning of words
• counting and using numbers
• asking for and telling people the time, day, date
• interrupting politely
• exemplifying or emphasising a point
• encouraging another speaker to continue
• indicating a wish to continue or finish speaking
• summing up
• taking leave
• observing telephone conventions

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2.4 Grammar

Grammar – Preliminary (A1), Access (A2) and Achiever (B1) levels

Candidates may be exposed to the grammar required for the level above, but will not be tested on it. The standards set out in the following pages are cumulative.
That is, a B1 candidate, for example, will be able to carry out the standards set across all three levels - A1, A2 and B1

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Simple word order in simple statements: There was/were There has/have been
sentences subject-verb-
There will be/there is going to be
object/adverb/adjective/prepositional
phrase
word order in instructions
word order in questions
There is/are + noun

Compound use of conjunctions and/but/or

sentences
word order subject-verb-(object)
(+and/but/or) + subject-verb-(object)

Complex Clauses of: word order in complex sentences

sentences time with when, before, after
complex sentences with a subordinate
reason because, result so clause
noun clause with that defining relative clauses with who, which,
that
clause as subject/object

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Verb forms

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Verb forms Present reference: Present reference: Present/Past reference:

simple present tense of be/have/do and simple present with no time focus Present perfect with since/for/ever/never,
common regular verbs yet/already, just
present continuous to express continuity
present continuous of common verbs Past reference:
Past reference:
Have got used to for regular actions in the past
past tense of regular and common
Other: irregular verbs with time markers past continuous
Yes/no questions Future reference: Future reference:
Question words: NP + be going to¸ present continuous Future simple verb forms, NP + will
who/what/where/when/how much/how and time markers
Other:
many/how old
Other:
Zero and 1st conditional
Auxiliary ‘do’ for questions and negatives
limited range of common verbs, -ing
(positive questions only) Range of verbs + -ing forms
form, such as like, go
Short answers such as yes he does, no I to + infinitive to express purpose
verb + to + infinitive such as want, hope
haven’t
common phrasal verbs and position of
very common phrasal verbs such as get
imperatives and negative imperatives object pronouns, such as I looked it up
up, get off
contracted forms appropriate to this level simple reported/embedded statements
questions such as what time, how often,
and questions
let’s + infinitive for suggestion why, which
question tags using all verbs appropriate
simple question tags using all the verb
at the level
forms at this level
contracted forms appropriate to this level
contracted forms appropriate to this level

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Modals, nouns, pronouns, possessives, prepositions

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Modals Present reference: Modals and forms with similar meaning: Modals and forms with similar meaning:
can, can’t (ability/inability, permission) must (obligation) should (obligation, advice)
and would like (request) mustn’t (prohibition) might, may, will, probably (possibility and
have to, had got to (need) probability in the future)
can, could (requests) would/should (advice)
couldn’t (impossibility) need to (obligation)
may (permission) needn’t (lack of obligation)
single modal adverbs: possibly, probably, will definitely (certainty in the future)
perhaps may I (asking for permission)
I’d rather (stating preference)
Nouns regular and common irregular plural countable and uncountable nouns noun phrases with pre- and post-
forms simple nouns phrases modification such as fair-haired people
very common uncountable nouns with sensitive skin
cardinal numbers up to 100, multiples of
cardinal numbers 1-31 100 all cardinal numbers

Pronouns personal - subject object, reflexive

Possessives possessive adjectives such as my, your, possessive pronouns such as mine, As Access
his, her, its, our, their yours, whose
use of ‘s, s’
Prepositions common prepositions such as at, in, on, prepositions of place, time and wide range of prepositions, such as
and under, next to, between, near, to, from movement, such as before, after, beyond, above, beneath, below
prepositional towards, up, down, along, across, in
prepositional phrases of place, time and prepositional phrases such as in her
phrases front of, behind, opposite
movement, such as at home, on the twenties, of average height, in the top
left, on Monday, at six o’clock prepositional phrases of place and time, right hand corner
such as after dinner, before tea

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Articles, determiners, adjectives, adverbs, intensifiers

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Articles Definite, indefinite definite article definite article with post-modification,

such as the present you gave me
zero article with uncountable nouns
use of indefinite article in definitions,
definite article with superlatives
such as an architect is a person who
designs buildings

Determiners any, some, a lot of all, none, not (any), enough, (a) few, (a) a range of determiners, eg all the,
little, many, more, most, much, no most, both

Adjectives common adjectives in front of a noun order of adjectives adjectives ending –ed and - ing such as
tired and tiring
demonstrative adjectives this, that, comparative, superlative, regular and
these, those common irregular forms comparative structures, eg as……as, is
the same as, not so…as…, looks
ordinal numbers 1-31 use of than
like/is like
ordinal numbers up to 100 and
all ordinal numbers
multiples of 100

Adverbs simple adverbs of place, manner and simple adverbs and adverbial phrases: more complex adverbial phrases of
time, such as here, slowly, now sequencing, time and place, time, place, frequency, manner, eg
frequency, manner as soon as possible
position of adverbs and word order of
adverbial phrases

Intensifiers very, really quite, so, a bit a range of intensifiers such as too,
enough

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Punctuation and spelling

Preliminary Access Achiever

as Preliminary and in addition as Access and in addition

Punctuation use of capital letters and full stops use of question marks, exclamation use of punctuation in formal and
marks, use of comma in lists informal texts, such as dashes,
brackets, bullet points, speech marks

Spelling the correct spelling of personal the correct spelling of most personal the correct spelling of common words
keywords and familiar words details and familiar common words and key words relating to own work,
leisure and study interests

Discourse sentence connectives: then, next adverbs to indicate sequence (first, markers to indicate addition (also),
finally) sequence (in the first place), contrast
(on the other hand)
use of substitution (I think so, I hope so)
markers to structure spoken discourse,
markers to structure spoken discourse
(anyway, by the way)
(Right, well, OK)
use of ellipsis in informal situations (got
to go)
use of vague language (I think, you
know)

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3 Overview of Assessment for ESOL International (Speaking &
Listening)
LANGUAGECERT® ESOL International (Speaking & Listening) examinations are assessed
against the following criteria:

• Listening & Responding: the ability to understand interlocutor prompts and respond
appropriately

• Interactive Communication and Task Fulfilment: the ability to understand and maintain
the interaction, and manage the tasks adequately for the level

• Accuracy and Range of Grammar: the ability to demonstrate a range and control of
grammar for the level

• Accuracy and Range of Vocabulary: the ability to demonstrate a range and control of
vocabulary for the level

• Pronunciation, Intonation and Fluency: the ability to connect utterances, maintain the
flow and engage in effective communicative exchanges

The grades awarded will be either Pass or Fail.

Candidates are awarded a mark from 0 to 10 for Listening and Responding. For each of the
four other criteria candidates are awarded a mark from 0 to 5.

The maximum raw marks they can get across the four parts of the test is 30.

Overall Result Determination

The maximum available raw marks for the International ESOL (Speaking & Listening) exam are
30, regardless of the level. There are two possible overall grades: Pass and Fail. The table
below shows what the requirements for each grade are.

International ESOL skill Maximum raw marks Grades

Fail 0-17
Speaking & Listening 30
Pass 18-30

The assessment of the candidate is carried out by the Marking Interlocutor. The test is recorded
for auditing purposes, and LANGUAGECERT® Marking Examiners assess the candidate’s
performance based on a set of criteria and descriptors of performance for each level.

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4 Access Arrangements
Access arrangements are reasonable adjustments and a reasonable adjustment must be
applied for using the LANGUAGECERT® Reasonable Adjustment and Special Considerations
Policy.

Access arrangements allow candidates with learning difficulties, disabilities or temporary

injuries to show what they know and can do without changing the demands of the assessment.
Examples include: a reader to read the questions and a scribe to write the answers.

Access arrangements are agreed before an assessment. For some arrangements, including
readers and scribes, centres must apply to LANGUAGECERT® for permission before the
examination. Please refer to the LANGUAGECERT® Reasonable Adjustment and Special
Considerations Policy for the specific timeframes to apply for permission. For information on
arrangements not listed here, please contact LANGUAGECERT®. Specific contact details can
be located in the LANGUAGECERT® “Contact us Guide”.

The International English for Speakers of Other Languages (Speaking) examination assesses
the candidate’s speaking ability and oral communication skills. As a result, certain access
arrangements cannot be permitted or are not applicable. Examples are given in the following
table.

Access
Definition Speaking
Arrangement

Extra Time Yes

Reader Someone who reads the questions to the candidate N/A

Braille or Modified A range of formats are available, including large print

Yes
question papers and zoom in functionality

Someone who helps with practical tasks not related

Practical Assistant Yes
to the test

Supervised rest
The candidate must remain under exam conditions Yes
breaks

Sign Language
To sign the questions No
Interpreter

Transcript Where the candidate’s handwriting is illegible N/A

Exemptions can only be considered as a last resort. For more information, please contact
LANGUAGECERT®.

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LANGUAGECERT is the business name of PeopleCert Qualifications Ltd (UK company no. 09620926), part of the
PeopleCert group.

Copyright © 2024 PeopleCert International Limited and its affiliates (“PeopleCert”)

All rights reserved. No part of this document or the information in it may be copied, distributed, disclosed or used other
than as authorized by PeopleCert. LANGUAGECERT® is a registered trademark of PeopleCert.

DISCLAIMER
This publication is designed to provide helpful information to the recipient. Although care has been taken by PeopleCert
in preparation of this publication, no representation or warranty (either express or implied) is given by PeopleCert with
respect to the completeness, accuracy or suitability of the information or advice contained within it, and PeopleCert shall
not be held responsible for any loss or damage whatsoever relating to such information or advice.

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