Unlike Entry Level, the four skills are in separate units: two optional units for the Award and four mandatory units for the Certificate. Like Entry Level, all units are context free. Level one requires clear communication, both written and verbal, and a higher degree of accuracy within the limits of the level. All tasks are criterion-referenced and teachers are advised to consult the handbook (pdf 285 KB).

Level 1 Speaking
Social conventions and asking for clarification can be combined within conversations or role-plays which includes six different personal, social or work-related contexts. A role-play should contain between four and eight utterances per speaker and cover three main points, like three details in giving directions. Teachers are advised to devise six different contexts for assessment and ensure that opportunities for asking questions and giving information are covered. Suggested contexts are: interview, shopping, eating out, leisure and tourism, travel, booking accommodation but the teacher is free to choose whatever is appropriate to the group and fits the criteria.

One way forward might be to devise role-play cue-cards for six contexts and ensure that opportunities for asking and giving information are shared, and formalities of greetings, leave-taking and asking for clarification are covered. Changing partners will help with situations where one weak student is constantly hindering another with poor pronunciation or recall. Occasionally the teacher might want to take one of the roles. If the conversations are performed to the rest of the group, a listening assessment could be undertaken at the same time whereby the ‘audience’ take notes or tick a grid or answer multiple-choice questions. As this will entail listening to imperfect accents, it should not be the only assessment on that context. 

Like Entry Level, assessment for speaking must be by question and answer; role-play or simulation are optional. The same methodology should be used as for Entry Level. A short talk could be given, although subject matter will be limited at this level. For example, ‘holidays’ would need a knowledge of past or future tenses, whereas ‘my job’ would lend itself well to this approach.

Level 1 Listening
The focus is on statements and conversations. Three details must be understood from statements, which might include instructions or requests fulfilled and directions followed (imperative). Two details must be extracted from simple conversations. Feelings, likes and dislikes or preferences must also be deduced. The total listening time for both outcomes should not exceed 3 – 4 minutes, a dialogue of four to six utterances per speaker no longer than 30 seconds. Again, the context is free but can relate to speaking contexts and might include times, telephone numbers, prices, dates, quantities, descriptions of people, towns, hobbies, meals, holidays, jobs. A telephone number is quite difficult to retain, and it is suggested that support might be given with an incomplete number with  the student completing the sequence. There should be no other numbers in the extract. Similar techniques could be used with prices and times. Directions could be finding classes in a leisure centre, for example, rather than a town.

There is no prescribed form of assessment for listening: it can be written question and answer in test/exam situation, oral questions and answers or role-play/simulation. Whereas the oral approach lends itself to the teaching situation, it is simpler to collect written evidence for assessment purposes. If using the target language for question and answer the emphasis will be on clarity of communication rather than accuracy. A copy of a conversation could be supplied with blanks to complete. Listening grids like pictures of facilities in a hotel could be used for support. If the listening extract included hotel location, they could listen again and pick from a choice. Simple true/false activities are not acceptable.

Level 1  Reading
At least six assessments should be made from short and longer texts. Firstly at least three different short texts like timetables, menus, weather forecast, tourist information, hotel publicity, from which details are extracted. An example is a grid to be completed with details from reading a set of statements about lost property in a leisure centre. Secondly at least two different contexts of about 50 words in texts containing directions, recipes, buying or locating items such as tickets, presents or food from which instructions, guidance or requests can be extracted. An example is publicity for a tourist event and a grid to complete with times, location, price and activities. Thirdly one context of about 50 words, like a postcard, message, email, fax about hobbies or jobs, from which feelings are deduced. For example, job descriptions could be provided with candidates’ statements about age and experience and hobbies. Students find the best candidate for the job.

There is no prescribed assessment for reading; it can be oral question and answer, written question and answer in a test/exam situation, written description or role play/simulation. A 'find the target language' task with English phrases could be set on a passage. Reading grids could be supplied for support. Simple true/false activities are not acceptable.

Level 1  Writing
There are 5 assessments in all. Three tasks of about 30 words on personal, social or work-related matters such as a simple job application or description, lists of items and quantities. The teacher should devise three different form-filling tasks. For example, from a memo in English a booking form could be completed in the target language. Two tasks of about 30 words of continuous writing such as a postcard, memo, fax, email or letter making requests or giving instructions or directions and expressing feelings or preferences. For example, a letter to a tourist office asking for specific information or hotel specifying types of room required. A model could be provided with phrases to be changed underlined.

For writing there are two prescribed assessments: written question and answer as a test/exam and written description. Optional forms of assessment are report and reflective log/diary. This would be a written account of work covered (eg. in language classes a record of the date, weather, holidays etc.). Written tasks/questions could be the student’s own written work signed by learner and marked by tutor, multiple choice answers to written questions or written answers as evidence of listening/reading comprehension activities. Pictures of signs and places could be written as directions in the target language. Peer assessment is not recommended.