Like Level 1 the four skills are in separate units: two optional units for the Award and four mandatory units for the Certificate and all units are context free. Level two 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 3.55 MB)

Receptive and active use of past, present and future tenses are expected and guidance should be given where they could be included in a speaking or writing task.

Level 2 Speaking
Firstly the teacher should devise three different contexts in which to ask for and provide information and make requests, give instructions or advice. A monologue such as an answerphone message could be used as long as questions, giving information or making requests are incorporated. Students have to rephrase something which has not been understood. Secondly, in three further different contexts, students should initiate and maintain a conversation, express opinions and give factual information. Dialogues should last between 1 ½ and 2 minutes. Group discussion could take the form of a debate about different types of holidays, for example. Prompts showing holidays by the sea, in the mountains, country or city or comparing crowded beaches with isolated coves could be used to stimulate opinion.

Students can refer to notes but may not read them verbatim. The contexts and task types used in level 1 may be repeated but with complexity of language and task to suit the descriptors for this level. For example, talking about past or future holidays would be suitable for this level. Guidance on which tense to use is essential.

Assessment must include oral question and answer and may include role-play or group discussion.

Level 2 Listening
The student needs to extract specific details from two different sources, for example, facts, figures and data from weather forecasts, travel announcements, news headlines and narratives. These could be simple monologues. From at least one other source they should extract specific instructions or advice, for example work tasks, doctor’s instructions, domestic activities. Secondly, they must extract general information and the main points of at least one further source, for example, tourist commentary, TV broadcast. From at least two conversations they must understand requests, views or opinions. Total listening time should be around 4 – 6 minutes, with the second learning outcome tasks lasting longer than the first.

There is no prescribed form of assessment for listening: it can be written question and answer in test/exam situation, a report, oral questions and answers, written description, or role-play/simulation.

Level 2 Reading
At least six assessments should be made from short and longer texts. Firstly, students should obtain specific facts, figures or data from at least two different texts of at least 100 words like weather forecasts, notices and business reports. Secondly, students should identify instructions, advice or requests from at least two different texts of at least 100 words, like memos, reports, letters and notices. Thirdly, students should show understanding of at least two further texts of at least 100 words with general information, views and opinions like tourist leaflets, adverts, articles etc.

There is no prescribed form of assessment for writing. It can be written question and answer in test/exam situation, a report, oral questions and answers or written description.

Level 2 Writing
Writing tasks must cover routine, continuous text; routine informal correspondence; routine formal correspondence. At least six tasks of at least 100 words should be devised to cover these outcomes. Firstly, one task should include advice or instructions, such as personal plans or guidance to a visitor using your house or advice to a work experience student. Secondly, one task should contain views or opinions, about family, friends or work. Note, message, email or informal letter formats are suitable. Thirdly, one task should contain enquiries or requests to tourist offices or holiday companies etc. An accident report might give views on who was responsible. Formal letters with formal beginnings and endings, faxes, e-mails, memos, reports, CVs are suitable formats.

It is important to give guidance on verb usage. For example, guidance to a visitor using your home might contain the imperative but advice to a work experience student might contain modal verbs when talking about what you should or should not do. Chat about friends and colleagues might require the past tense to describe what they did or future to say what they are going to do.

Assessment must include written description but written questions and answers in test/exam situation, essay or report formats may be used.