TIPS FOR

LANGUAGECERT
ESOL FOR
SCHOOLS

B1 Level
PAVING THE WAY
TO ENGLISH
PROFICIENCY
FOR SCHOOL-AGE
LEARNERS
CONTENTS

Exam Overview ...............................................................................4

Listening ..............................................................................................5

Reading ................................................................................................9

Writing .................................................................................................12

Speaking ............................................................................................15

LANGUAGECERT for Teachers ............................................19

Exam Overview:
From the classroom to the real world
LANGUAGECERT ESOL for Schools is a suite of single-level English tests for
secondary school learners aged 12 to 16. The test is Ofqual-regulated; it assesses
all 4 skills (Listening, Reading, Writing and Speaking) and reports at A1-B2 levels of
the CEFR.

Designed to assess English use at school and in everyday situations, this test
helps your students feel confident and proud of their skills!

Why LANGUAGECERT ESOL for Schools?

Tailored to secondary school students: Age-appropriate content designed to
engage test takers aged between 12 and 16.

Flexible and friendly test experience: Test takers can choose between paper-
based or computer-based tests through their local Test Centre.

Communicative approach and straightforward exam format: Teachers can

concentrate on teaching English for the real world, with a minimum of
exampreparation.

Growing range of preparation resources: Access to practice papers, lesson plans,

and preparation tips.

Quick results: Results within 5 working days for computer-based exams and 10
working days for paper-based exams.

Exam Structure B1 Level

4
 B1 Level

Listening
At a glance
Number of parts: 4​​

Number of items: 26

Question types: multiple-choice (3 options), short answer

Audio recordings: all played twice

Overall duration: 30 mins

Listening Tips

1 Before you play the audio, give learners time to look at the
task. Ask them to read all the answer choices carefully and
predict what they will hear.

2
After you’ve played the audio, use the listening script to
help learners identify any unknown words, and teach new
vocabulary as needed.

3
If learners are struggling to choose the correct answer
(e.g. for multiple-choice tasks), they can try to eliminate the
two wrong answers instead.

4
Remind learners that they will hear each audio
recording twice, and that the information in the audio will
follow the same order as the questions in the task.

5
For extra language practice in class, ask learners to
explain their answers, e.g. for multiple choice tasks, they
could share why they chose a particular option rather than
the other two.

6
Encourage learners to practise ‘bottom-up’ and ‘top-
down’ listening skills to ensure they fully understand what
they are hearing.

5
 Bottom-up listening: Top-down listening:
learners listen for learners use context
detail, such as and prior knowledge
sounds, words and to interpret the
grammatical overall meaning.
structures, to build
meaning step by step.

Part 1: Multiple choice

Learners will hear seven short
sentences. They choose the
best response for each one.

Check task type example on the right side.

To prepare learners for this part, create sentences that mirror the question types in
the task and ask learners to respond appropriately. This will help learners to practise
identifying context, meaning and function.

Practise using the audio only. Play each sentence and ask learners to give their own
responses. Then show them the task so that they can compare their ideas with the
answers.

Before they do the task, remind learners that they should choose the most
appropriate response to the sentence they hear.

For extra practice, challenge learners to produce their own sentences to match the
other two responses.

6
Part 2: Multiple choice
Learners will hear three short
conversations. There are two
questions about each
conversation. Learners choose
the correct answer for each
one.

Check task type example on the right side.

Prepare learners for this part by exposing them to a variety of short conversations
(e.g. between friends, parent/child, teacher/student) and asking questions about
specific aspects. Questions should be similar to those in the task, focusing on topics,
gist, purpose and context, and the feelings and opinions of the speakers.

Before they do the task, play the audio, stopping after each conversation to ask
learners questions about the topic, the purpose of the conversation, and the
speakers.

Advise learners to listen for gist the first time they hear the audio, and for detail the
second time.

After they’ve done the task, ask learners to share what led them to the right answers
and which word(s) in the audio helped them.

Part 3: Form-filling
Learners will hear a short
monologue. They complete the
missing information on a form
under seven headings.

Check task type example on the right side.

To prepare for this part, expose learners to a variety of short authentic monologues
similar to those in the task (e.g. radio broadcasts, narratives, presentations,
speeches, podcasts) and ask them to identify and note down key information under
different headings.

Advise learners to listen for gist the first time they hear the audio, and for detail the
second time.

Tell learners to pay attention to the title, which may help them to identify the topic of
the monologue and give them a clear idea of what to listen for.

Remind learners they will hear only one person speaking, and their answers should
be between 1–3 words. They won’t be awarded extra marks for longer responses.

7
Part 4: Multiple choice
Learners will hear a
conversation between two
speakers. There are six
questions about the
conversation. Learners choose
the correct answer for each
one.
Check task type example on the right side.

To practise this part, expose learners to a variety of short everyday conversations

between two speakers (e.g. conversations between friends discussing plans, a
teacher and a student talking about a school activity). Then ask questions about the
conversations, similar to those in the task, focusing on purpose, gist, key ideas,
speakers’ attitudes and opinions, as well as contrast and cause and effect.

Before they do the task, play the audio and ask learners questions about the topic of
the conversation, its purpose and the speakers.

Advise learners to listen for gist the first time they hear the audio, and for detail the
second time.

After they’ve done the task, ask learners to share what led them to the right answers
and which word(s) in the audio helped them.

B1 Level

Reading
At a glance
Number of parts: 4​​

Number of items: 26​​

Question types: multiple-choice (3 options)​​, multiple matching​​

Duration (Reading & Writing): 2 hrs 10 mins​

8
 A1 B1
Level
Level

Reading
Reading Tips

1
If there are words learners don’t know, encourage them
to guess their meaning from the context. This will improve
their overall comprehension and help them to feel more
confident.

2
Have learners practise reading strategies (skimming and
scanning).

3
Tell learners that the information in the texts will follow the
same order as the questions in the task.

4
If learners are struggling to choose the correct answer
(e.g. for multiple-choice tasks), they can try to eliminate the
wrong answers instead.

5
Remind learners that once they’ve finished the Reading
test, they should go back and check all their answers.

6
For extra language practice in class, ask learners to
explain their answers, e.g. for multiple choice tasks, they
could share why they chose a particular option rather than
the other two.

7
Have learners practise Reading tasks using the free
practice papers on the LANGUAGECERT website.

9
Part 1: Multiple choice
Learners will be given five short
texts, each with a gap. They
choose the correct answers to
complete the texts.
Check task type example on the right side.

To practise for this part, provide learners with a variety of short texts similar to those
they’ll encounter in the task (e.g. notices, emails, instructions, letters, questionnaires,
tickets). This will help to familiarise them with the language commonly used in these
types of texts. Then ask questions about these texts (e.g. about gist, detailed
information, ideas or opinions expressed, or the writer’s purpose).

Tell learners to read each text carefully and to look at the key words and phrases
either side of the gap. This should give them clues to the correct answers.

To help with comprehension, draw learners’ attention to the linking words in each
text (e.g. ‘and’, ‘but’, ‘or’) and to think about their function.

Part 2: Gap-fill
Learners will be given a text
with six gaps. They choose the
correct sentence from the
seven options (A–G) to
complete the text. There is one
sentence that isn’t needed.
Check task type example on the right side.

To familiarise learners with this part, provide them with short texts, each with six
missing sentences plus a distractor sentence. Learners could discuss as a class where
each missing sentence belongs and why, and which is the distractor.

Tell learners to read the text carefully. They should look at the title and the key
words/phrases/sentences either side of the gaps, which will give them clues to the
correct answers.

To help them better understand the text, draw learners’ attention to cohesive devices
(e.g. ‘and’, ‘but’, ‘then’, ‘finally’, ‘however’) and to think about their function.

Explain that one sentence will not be used (acting as a distractor).

When they have chosen all their answers, advise them to read the completed text to
ensure it makes sense.

10
Part 3: Multiple matching
Learners will be given four short texts (A–D) with a linked theme
but different purpose. They choose a text for each of the seven
questions.
Check task type example below.

To familiarise learners with this part, provide them with sets of four short texts with a
common theme but different purpose, similar to those they’ll encounter in the task
(e.g. emails, articles, adverts) and have them answer questions about the texts.

Before attempting the task, learners should skim-read all four texts. This will help
them to establish the topic, type and purpose of each text, before reading again
more carefully with the task in mind.

Tell learners to underline the words in the texts that provide clues to the correct
answers. They could share these clues in class.

You could ask learners to work in pairs and then compare their answers with the rest
of the class before you give the correct ones.

Part 4: Questions with short answers

Learners will be given a
continuous text followed by
eight questions. They write
answers to the questions using
1–3 words.

Check task type example on the right side.

To prepare learners for this part, provide them with similar texts to those in the task
(e.g. narrative, descriptive, expository, biographical) and have them practise
answering ‘Wh-’ and ‘How’ questions about the texts. You could do this in class or set
as homework.

Aim to develop crucial reading strategies, particularly scanning as this part of the
Reading test requires a detailed understanding of the text.

Tell learners to pay attention to the title of the text as this will give them a clue as to
what it is about.

11
Advise learners to read the whole text first to gain a good understanding of it, before
attempting to answer the questions.

Remind learners to write short answers (1–3 words), as they won’t be awarded extra
marks for longer responses.

If doing the paper-based test, learners should make sure their writing is legible – they
could lose marks if the Examiner can’t understand what they’ve written.

B1 Level

Writing

At a glance

Number of parts: 2​​

Tasks: Produce a formal and appropriate​response for a specified

reader (e.g.​an email to the headmaster suggesting​a field trip)​,
produce an informal letter/email to a​friend (e.g. inviting him/her to
a​concert)

Duration (Reading & Writing): 2hrs 10 mins​

Writing Tips

1
Ensure learners are aware that both parts of the Writing
test are mandatory and that they will need to answer both.

2
If doing the paper-based test, learners should make sure
their writing is legible – they could lose marks if the Examiner
can’t understand what they’ve written.

3
To help learners prepare, practise the conventions of both
formal and informal writing in class. Remind learners to
think about who they are writing to as this will affect the
tone and style of their response and the type of language
they use.

12
 A1 B1
Level
Level

Writing
Writing Tips

4
Remind learners of the correct way to start and end
each of the text types and encourage them to memorise a
few set phrases/expressions they could include in their
answer, such as ‘Thank you for …’,‘Say hello to …’, Give my
regards to …’

5
When practising their writing, encourage learners to share
personal experiences, feelings, reactions and opinions.

6
Encourage learners to demonstrate the depth of their
language knowledge by avoiding basic grammar and using
more descriptive/specific words (e.g. instead of ‘good’, ‘bad’,
big’, use ‘amazing’, ‘terrible’, ‘enormous’). They should aim to
use a variety of cohesive devices (e.g. ‘and’, ‘but’, ‘or’) to
clearly indicate the relationship between ideas and to help
them produce clear and coherent text.

7
Clarify that they do not need to write an address at the
top of their text, or the number of words in their answer.

8
As part of their practice, learners could write a draft of
their text, but they won’t have time to do this in the test.

9
Tell learners to aim to finish early, allowing time for them
to review their work. A piece of writing can always be
improved!

10
Have learners practise Writing tasks using the free
practice papers on the LANGUAGECERT website.

13
Part 1: A formal response to a text
Learners write a formal response to a short text, aimed at a
specific audience. They should write between 70–100 words.
Check task type example below.

To help them prepare, provide learners with text types similar to those they will
encounter in the task (e.g. a notice, poster, timetable or leaflet) and have them
practise writing responses to them.

Tell learners to read the rubric and text carefully, and to underline key
words/phrases to ensure they address all the points in their response. They will lose
marks if they fail to cover all the required points.

Explain to learners that they will lose marks if they write fewer than 70 words. But
they won’t be awarded extra marks if they write more than 100 words.

Part 2: A letter or email to an English-speaking

friend
Learners write a letter or email to an English-speaking friend in
response to a given situation. They should write between 100–120
words.
Check task type example below.

To help learners prepare for this part, have them practise writing responses in the
form of letters and emails to given situations like the ones in the task.

Tell learners to read the rubric carefully and to address all the points in their
response. They will lose marks if they fail to cover all the required points.

Remind learners to paraphrase the topic words in their letter/email, rather than
copying them exactly as they appear in the rubric.

Explain to learners that they will lose marks if they write fewer than 100 words. But
they won’t be awarded extra marks if they write more than 120 words.

14
 B1 Level

Speaking
At a glance
Number of parts: 4​​

Tasks: Communicating personal​information, opinions and ideas​,

communicating appropriately in​social situations​, exchanging
information and​opinions, and co-operating to reach​
agreement/decision​, presenting a topic and answer​
follow-up questions

Duration: 12 minutes​

Speaking Tips

1 Explain to learners the role of the Interlocutor and what

is expected of them well before they take their test.

2
Remind them to always listen carefully to the
Interlocutor’s prompts to ensure they provide an
appropriate response.

3
Reassure learners that they will not be penalised for asking
the Interlocutor to repeat a question or prompt, but make it
clear that they cannot ask the Interlocutor to paraphrase or
translate a question.

14
 A1 B1
Level
Level

Speaking
Speaking Tips

4
When they’re practising for the test, encourage learners
to make their responses interesting and engaging, and to
avoid one-word answers.

5
Reassure learners that there are no right or wrong
answers, and that they will only be marked on the language
they use, and not their opinions.

6
Remind learners to use ‘fillers’ (e.g. ‘Well ...’, ‘You know ...’, ‘I
mean ...’, ‘Let me think ...’) to avoid long pauses and
hesitation. Fillers will help them to provide more fluent
responses.

7
Practise a few interaction skills with learners, e.g. how to
take turns, how to add extra information and how to politely
disagree, so that they can interact with the Interlocutor more
effectively.

8
Divide your class into pairs and get them to practise both
asking and responding to questions that are similar to the
ones in the tasks.

9
Foster a supportive atmosphere in class where learners
feel comfortable speaking.

10
Have learners practisethe task in pairs or with you,
using the free practice papers on the LANGUAGECERT
website.

16
Part 1: Answering personal questions
Learners will be asked up to five questions about themselves.
Ensure learners know how to introduce themselves, spell their name and answer
questions about personal details (e.g. age, where they’re from, where they live, their
family, their home).

Explain that each question will be about a different topic, but they will all ask for
personal information, ideas and opinions.

Get learners to role play with a partner, asking and answering simple questions
about themselves. You could create question cards for them to use. (See the
Qualification Handbook on the LANGUAGECERT website for a list of B1 topics:
www.languagecert.org)

Teach and practise simple language for expressing likes, dislikes and preferences.

Advise learners to avoid giving rehearsed answers to anticipated questions, as this

will help them to sound more natural.

Part 2: Taking part in role plays

Learners will be asked to take part in two or three role plays in
different situations.
To familiarise learners with the task, put them in pairs and ask them to role-play
dialogues, with one of them acting as the Interlocutor and the other acting as the
candidate.

Have learners practise the language functions likely to be needed in this part of the
test (e.g. expressing views, offering an apology, responding to a request).

Remind learners that they should think about who they are speaking to and ensure
their responses are appropriate in terms of style, language and tone (as the
Interlocutor will assume a variety of roles, e.g. a friend, a head teacher, a manager).

Tell learners that the first role play will be initiated by the Interlocutor and that they’ll
be asked to initiate the second role play. If there’s time, there may be a third role
play, which will be initiated by either the Interlocutor or the learner. Both the
Interlocutor and the learner will be expected to produce two short turns for each role
play.

Before learners practise role playing, ask them to review the language they will need
to use. You could also provide them with a model response to guide them.

17
Part 3: Responding to visual prompts
Learners will be asked to discuss a given topic with the
Interlocutor. They will be provided with visual prompts related to
the topic.
To practise this task, review with learners the functional language they will need (e.g.
how to make suggestions, express agreement/disagreement, emphasise a point,
justify an opinion).

Remind learners to talk about the visuals, e.g. sharing their opinion about them,
rather than just describing what they can see, and encourage them to justify their
opinions, instead of just stating them.

Part 4: Talking about a topic and answering follow-

up questions
Learners will be asked to speak about a topic selected by the
Interlocutor for one and a half minutes, and answer follow-up
questions. They will have 30 seconds to prepare.
To prepare for this task, have learners practise presenting their ideas clearly and in a
logical order, using sequencing words such as ‘First of all’, ‘Then’ and ‘Finally’. They
should also practise phrases for expressing opinions, ideas and feelings (e.g. ‘I think’,
‘In my opinion’).

In the task, learners should make good use of their preparation time to plan what
they’re going to say and to ensure they’re able to maintain a steady flow as they
answer. They’ll be given a pen/pencil and a piece of paper to write notes before they
speak.

Explain that the Interlocutor may interrupt them, for example, if they have said
enough and don’t need to provide any further information.

Remind learners that the Interlocutor will ask them a few follow-up questions after
they have finished speaking.

When practising for this part, start by allowing learners to speak for less than a
minute. Then gradually increase their speaking time as they become more confident.

18
To find out more about LANGUAGECERT and access
online exam preparation materials, visit:
www.languagecert.org

LANGUAGECERT is a business name of PeopleCert

Qualifications Ltd, UK company number 09620926
[email protected] /LanguageCert.org