🗣️ English: Speaking, Listening and Communicating

1. At Level 2, the subject content requires learners to make contributions to a discussion that are described in which way?

1. Relevant and constructive, to move the discussion forward
2. Long and detailed, regardless of topic
3. Repeated as often as possible
4. Limited to agreeing with the speaker

The Level 2 standard requires learners to make relevant and constructive contributions to move a discussion forward. (DfE, Functional Skills subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS8)

2. During a formal discussion on an unfamiliar topic, a group has stalled because everyone keeps restating the same point. Which contribution best moves the discussion forward?

1. Introducing a new angle supported by relevant evidence so the group can consider options
2. Repeating the most popular opinion to show agreement
3. Staying silent until someone else changes the subject
4. Telling the group the conversation is boring

A relevant, constructive contribution that adds new, evidence-based material is what moves a discussion forward at Level 2. (City & Guilds SLC Guidance v1.3, Level 2 SCS8; DfE Functional Skills subject content: English)

3. When expressing opinions and arguments at Level 2, learners are required to support them with what?

1. Relevant and persuasive evidence
2. As many personal anecdotes as possible
3. Only the views of the assessor
4. Statements made without any reasons

The Level 2 subject content requires learners to express opinions and arguments and support them with relevant and persuasive evidence. (DfE, Functional Skills subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS6)

4. In a Level 2 discussion, a learner wants to change the direction of the conversation because it has drifted off topic. According to the subject content, how should they do this?

1. Interject and redirect using appropriate language and register
2. Shout over the current speaker until they stop
3. Wait passively and hope someone else acts
4. Leave the room and return later

Level 2 learners are expected to interject and redirect a discussion using appropriate language and register. (DfE, Functional Skills subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS10)

5. A learner makes several comments that are accurate but unrelated to the question the group is debating. Why would these contributions still fail to meet the Level 2 requirement?

1. They are not relevant or constructive to moving that particular discussion forward
2. They are too short to be assessed
3. They use the wrong dialect of English
4. They were spoken too quietly to hear

Contributions must be relevant and constructive to move the discussion forward; accurate but off-topic remarks do not meet this standard. (City & Guilds SLC Guidance v1.3, Level 2 SCS8; DfE Functional Skills subject content: English)

6. In the context of SLC, what does the term 'unfamiliar' refer to in a Level 2 formal discussion?

1. The topic of the discussion, which requires new information, ideas or opinions
2. The other members of the group, who must be strangers
3. The room where the assessment takes place
4. The assessor, who must not be known to the learner

In SLC, 'unfamiliar' refers to the topic, not the people; the topic may be recognisable but requires the candidate to use new information, ideas or opinions. (City & Guilds SLC Guidance v1.3, section 1 and Definitions)

7. Within Functional Skills English, how is Speaking, Listening and Communicating (SLC) defined?

1. Non-written communication, normally conducted face to face, which can include telephone or spoken web-based methods
2. Only formal written essays submitted on paper
3. Reading comprehension carried out silently
4. Note-taking from a textbook

SLC is non-written communication, normally face to face, which can also include virtual methods such as telephone or spoken web-based technologies. (DfE, Functional Skills subject content: English (GOV.UK), Speaking, listening and communicating section)

8. A learner consistently makes strong, relevant points in one activity but does so only occasionally and weakly across the others. How does this relate to the Level 2 pass descriptor?

1. It falls short because the level must be demonstrated consistently, effectively and to an appropriate degree
2. It automatically passes because one strong activity is enough
3. It is graded with a merit for the strong activity
4. It is ignored because only the longest activity counts

The Level 2 pass descriptor requires the requirements to be demonstrated consistently, effectively and to an appropriate degree, with secure overall performance. (City & Guilds SLC Guidance v1.3, section 3 Candidate performance and feedback)

9. A learner brings well-researched facts but states them without explaining how they support their view. To meet Level 2, what should they add?

1. A clear argument showing how the evidence is relevant and persuasive for their opinion
2. More facts with no explanation
3. A request for the assessor to decide for them
4. An apology for speaking at all

Level 2 requires opinions and arguments to be supported with relevant and persuasive evidence, so the link between evidence and argument must be made clear. (DfE, Functional Skills subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS6)

10. At Level 2, learners must take part in how many SLC activities as part of a group?

1. Three
2. One
3. Five
4. Two

At Level 2, learners must take part in three SLC activities: a formal discussion on an unfamiliar topic, a presentation/extended explanation on a familiar topic, and a discussion in response to another person's presentation. (City & Guilds SLC Guidance v1.3, Level 2 section)

11. At Level 2, the presentation or extended explanation activity is given on what kind of topic?

1. A familiar topic
2. An unfamiliar topic
3. A topic chosen by the assessor only
4. A topic kept secret until the moment of speaking

At Level 2 the three activities are a formal discussion on an unfamiliar topic, a presentation/extended explanation on a familiar topic, and a discussion in response to another's presentation. (City & Guilds SLC Guidance v1.3, Level 2 section)

12. A learner is preparing a Level 2 presentation for an audience of fellow learners, to inform them, delivered in person. According to the subject content, what should they do with their contributions?

1. Adapt them to suit the audience, purpose and medium
2. Use exactly the same wording they would for a written exam
3. Make them as technical as possible regardless of who listens
4. Avoid any structure so the talk feels spontaneous

Level 2 requires learners to adapt their contributions to suit the audience, purpose and medium. (DfE, Functional Skills subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS9)

13. Using PowerPoint slides or notes during an SLC activity is best described as which of the following?

1. Permitted but not required, and the materials themselves are not assessed
2. Compulsory for every activity
3. Strictly forbidden in all cases
4. Assessed as written work towards the grade

Using slides or notes is permitted but is not required, and those materials are not assessed. (City & Guilds SLC Guidance v1.3, sections 2 and 3)

14. At Level 2, what are the suggested timings for Activity 2 (the presentation or extended explanation)?

1. 5 to 7 minutes
2. 10 to 15 minutes
3. 20 to 25 minutes
4. 1 to 2 minutes

Suggested timings are 10-15 minutes for Activity 1 and 5-7 minutes for each of Activities 2 and 3. (City & Guilds SLC Guidance v1.3, Level 2 Timing of assessments)

15. At Level 2, the combined total time for the three SLC activities must not exceed what limit?

1. 30 minutes
2. 15 minutes
3. 45 minutes
4. 60 minutes

The combined total for the three activities must not exceed 30 minutes. (City & Guilds SLC Guidance v1.3, Level 2 Timing of assessments)

16. A learner delivers a clear, well-structured 6-minute presentation but uses very casual, colloquial language throughout for a formal task. Why might this not fully meet Level 2 expectations?

1. Contributions should be adapted to suit the audience, purpose and medium, and a formal task avoids casual, colloquial forms
2. The presentation was too short to count
3. Slides were not used, which is required
4. The learner spoke to more than two people

Level 2 requires adapting to audience, purpose and medium; a formal context calls for avoiding casual and colloquial forms. (City & Guilds SLC Guidance v1.3, Level 2 SCS9 and section 5 Definitions)

17. For discussions and talks at Level 1 and Level 2, the group must consist of how many people, including the presenter?

1. Three or more, with the assessor not counted
2. Exactly two, including the assessor
3. Just the learner alone
4. Ten or more

The group must be three or more people including the presenter; the assessor must not take part and does not count towards the minimum of three. (City & Guilds SLC Guidance v1.3, section 1 Guidance for Assessors and Definitions)

18. A learner has prepared a presentation with detailed slides but plans to read the slides word for word. Considering how SLC is assessed, what is the best advice?

1. Focus on speaking clearly to communicate, as the slides are not assessed and SLC is non-written communication
2. Hand the slides to the assessor instead of speaking
3. Make the slides longer so there is more to read aloud
4. Submit the slides as the assessment evidence in place of speaking

SLC is non-written communication and slides are not assessed; the learner is judged on spoken communication, not on reading materials aloud. (DfE Functional Skills subject content: English, SLC section; City & Guilds SLC Guidance v1.3, sections 2 and 3)

19. How is SLC assessed at Level 2 in terms of outcome?

1. Pass/fail, with all criteria for each activity needing to be met
2. Graded from A to E
3. Scored as a percentage mark
4. Assessed only on the longest activity

SLC is assessed pass/fail against the subject content statements; for a pass, all boxes must be ticked and skills demonstrated within each activity. (City & Guilds SLC Guidance v1.3, section 2 Assessment evidence)

20. During a group discussion, another member is partway through making a point. Respecting turn-taking, what should a learner do?

1. Let them finish, then respond, interjecting only with appropriate language when needed
2. Cut across them immediately with a louder point
3. Ignore them and start a separate side conversation
4. Tell them their point is not worth finishing

Respecting turn-taking means allowing others to finish; interjecting should be done with appropriate language and register. (City & Guilds SLC Guidance v1.3, Level 2 SCS10; DfE Functional Skills subject content: English)

21. A group member expresses an opinion the learner strongly disagrees with. Which response best respects the views of others at Level 2?

1. Acknowledge their view, then put forward a counter-argument supported by relevant evidence
2. Dismiss the view as stupid without explanation
3. Refuse to let them speak again
4. Pretend to agree to avoid any discussion

Respecting others' views while still expressing arguments supported by relevant and persuasive evidence is the Level 2 expectation. (City & Guilds SLC Guidance v1.3, Level 2 SCS6 and SCS8; DfE Functional Skills subject content: English)

22. Why must the assessor not take part in or prompt the candidate once an SLC activity has started?

1. Knowing when to speak or ask questions is part of what is being assessed
2. The assessor is not allowed in the room
3. The assessor cannot speak English well enough
4. Prompting would make the activity too short

The assessor must not participate or prompt because knowing when to speak or ask questions is exactly what is being assessed. (City & Guilds SLC Guidance v1.3, section 1 Guidance for Assessors)

23. How is a 'discussion' defined within SLC?

1. A conversation about a specific topic to reach a decision and/or exchange ideas, involving at least two other people besides the assessor
2. A written exchange of letters
3. A silent reading task
4. A speech given alone with no audience

A discussion is a conversation about a specific topic to reach a decision and/or exchange ideas, with at least two other people not including the assessor. (City & Guilds SLC Guidance v1.3, section 5 Definitions)

24. How is a 'formal discussion' distinguished from an 'informal discussion' in SLC?

1. A formal discussion concerns a conventional subject without casual and colloquial forms, while an informal one is an everyday subject in a relaxed manner
2. A formal discussion is always shorter than an informal one
3. A formal discussion has no audience, while an informal one does
4. A formal discussion is written and an informal one is spoken

A formal discussion is about a conventional subject without casual and colloquial forms; an informal discussion is an ordinary everyday subject conducted in a relaxed, informal manner. (City & Guilds SLC Guidance v1.3, section 5 Definitions)

25. A confident learner dominates the discussion, leaving quieter members no chance to speak. Even with good points, why might this be a problem at Level 2?

1. It does not respect turn-taking and may prevent the demonstration of redirecting a discussion using appropriate language and register
2. Their points are automatically irrelevant
3. They have spoken for too few minutes
4. Dominating the discussion is required to pass

Level 2 expects respect for turn-taking and the views of others, and the ability to interject and redirect appropriately rather than monopolise the conversation. (City & Guilds SLC Guidance v1.3, Level 2 SCS10; DfE Functional Skills subject content: English)

26. For Activity 1 at Level 2, how is the unfamiliar discussion topic provided, and how does preparation time count?

1. The topic can be given a week before or in the prior session, and preparation time is not part of the assessment time
2. The topic is given only at the moment the activity begins, and preparation is timed
3. The topic is never revealed in advance, and there is no preparation
4. The topic is chosen by the learner during the activity itself

The candidate may be told the topic a week beforehand or in the session before, whichever is greater; preparation time is not part of the assessment, with about one hour suggested. (City & Guilds SLC Guidance v1.3, Level 2 Activity 1 and Timing of assessments)

27. After an SLC activity, within what timeframe must the assessor complete the written records, and how long must they be kept?

1. Completed within 14 days and kept securely for 3 years before shredding
2. Completed within 24 hours and kept for 6 months
3. Completed within 30 days and kept for 1 year
4. Completed within 14 days and destroyed immediately afterwards

Assessor written records must be completed within 14 days of the activity and kept securely in the centre for 3 years before shredding. (City & Guilds SLC Guidance v1.3, sections 2 and 3)

28. In Functional Skills English, what does a 'formal discussion' avoid using?

1. Casual and colloquial forms of language
2. Any technical or subject-specific vocabulary
3. Questions directed at other group members
4. Evidence to support a point of view

A formal discussion concerns a conventional subject conducted without the use of casual and colloquial forms. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5 Definitions)

29. How is an 'informal discussion' described in the Functional Skills SLC guidance?

1. A discussion about an ordinary everyday subject conducted in a relaxed and informal manner
2. A discussion that must always take place over the telephone
3. A discussion in which only one person is allowed to speak
4. A discussion that excludes any exchange of opinions

An informal discussion concerns an ordinary everyday subject and is conducted in a relaxed and informal manner. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5 Definitions)

30. You are giving a presentation to a panel of managers at a job interview. Which opening is most appropriate for this formal situation?

1. Good morning. Thank you for inviting me to speak about my proposal today.
2. Hiya everyone, right, let's get cracking then, shall we?
3. Alright? Just gonna chat about my idea for a bit.
4. Yo, so basically this is gonna be dead good, trust me.

A formal audience requires standard English without casual or colloquial forms, so a polite, conventional opening is most suitable. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5 Definitions; DfE FS subject content English, Level 2 SLC SCS9)

31. Which sentence shows language adapted for an informal chat with a close friend rather than a formal meeting?

1. No worries, I'll sort it out for you later, mate.
2. I would be grateful if you could forward the report.
3. I should like to raise a matter of some concern.
4. May I draw your attention to the following point?

Casual phrases such as 'no worries' and 'mate' are colloquial and suit informal communication, not a formal meeting. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5 Definitions)

32. At Level 2, the SLC subject content requires learners to adapt their contributions to suit which three things?

1. The audience, the purpose and the medium
2. The weather, the time and the place
3. The font, the colour and the layout
4. The marks, the grade and the certificate

The Level 2 standard requires learners to adapt contributions to suit the audience, purpose and medium of communication. (DfE, FS subject content: English (GOV.UK), Level 2 SLC; City & Guilds SLC Guidance v1.3, Level 2 SCS9)

33. A learner is taking part in Activity 1, a formal discussion on an unfamiliar topic. Which contribution best matches the required formal register?

1. I appreciate that point, however the evidence suggests an alternative conclusion.
2. Nah, that's rubbish, you've got it totally wrong there.
3. Whatever, I don't really care either way to be honest.
4. Dunno, it's all a bit boring if you ask me, innit.

A formal discussion needs courteous, standard English that challenges ideas respectfully and avoids casual or dismissive colloquial forms. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5 Definitions; DfE FS subject content English, Level 2 SCS10)

34. Besides face-to-face communication, which method is explicitly included within the definition of SLC?

1. Telephone or spoken web-based technologies
2. Handwritten letters posted by mail
3. Text messages and instant messaging
4. Printed leaflets and posters

SLC is non-written communication that can also include virtual methods such as telephone or spoken web-based technologies. (DfE, FS subject content: English (GOV.UK), Speaking, listening and communicating section)

35. You move from chatting with colleagues to addressing a public meeting on the same subject. What is the main reason your language should change?

1. The audience and purpose are more formal, so casual and colloquial forms should be avoided
2. The topic must be completely different for each audience
3. Formal audiences cannot understand any technical vocabulary
4. You should speak more quietly so fewer people can hear

Adapting to a more formal audience and purpose means using standard English and avoiding casual, colloquial forms. (City & Guilds, Assessment Guidance for SLC, FS English L1 and L2, Version 1.3 (July 2025), section 5; DfE FS subject content English, Level 2 SCS9)