Handbook For Teachers

International Legal English Certicate (ILEC)
CEFR Levels B2 C1
Handbook for Teachers
Content and overview
Paper/timing Content Test focus
1
READING
1 hour 15 minutes
Part 1 Multiple-choice cloze, with an emphasis on lexis. Candidates are expected to be able to: apply
their knowledge of the language system to
complete tasks based on law-related texts;
read and understand law-related texts; and
demonstrate a variety of reading skills including
skimming, scanning, deduction of meaning from
context, and selection of relevant information to
complete tasks.
Part 2 Open cloze, with an emphasis on structure.
Part 3 Word formation, with an emphasis on lexis.
Part 4 A text preceded by multiple-matching questions.
Part 5 A text from which sentences have been removed
and placed in jumbled order after the text.
Part 6 A text followed by four-option multiple-choice
questions.
2
WRITING
1 hour 15 minutes
Part 1 One question requiring the production of a letter. Candidates are expected to be able to complete
writing tasks covering a range of law-related
topics, in response to the stimuli provided and
for a given purpose and target reader.
Part 2 One question requiring the production of a
memorandum.
3
LISTENING
Approximately
40 minutes
Part 1 Three short unrelated extracts from monologues or
exchanges between interacting speakers, followed
by three-option multiple-choice questions.
Candidates are expected to understand each
law-related text as a whole, gain detailed
understanding and appreciate gist and the
attitude of the speaker. They must also be able to
identify and interpret the context. Texts take the
form of consultations, meetings, announcements,
seminars, etc.
Part 2 A text involving interacting speakers, followed by
three-option multiple-choice questions.
Part 3 A sentence completion task following a monologue.
Part 4 Five short related extracts from monologues
followed by two multiple-matching tasks.
4
SPEAKING
16 minutes
Part 1 The candidates are asked to talk about themselves
by responding to the interlocutors questions.
Candidates are expected to be able to perform
a variety of spoken tasks on law-related topics.
They must be able to demonstrate a range of
oral skills: interactional, social, transactional,
negotiation and collaboration.
Part 2 Each candidate in turn is given a choice of two
topics with accompanying written prompts.
They select one of the topics and give a short
presentation for about one minute. The second
candidate responds as instructed.
Part 3 The candidates talk together, working towards a
negotiated completion of a task.
Part 4 The interlocutor leads a discussion with the two
candidates.
1 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
CONTENTS
Preface
ThishandbookisforteacherswhoarepreparingcandidatesforCambridge English: Legal,alsoknownasInternational Legal English Certicate
(ILEC).TheintroductiongivesanoverviewoftheexamanditsplacewithinCambridgeESOL.Thisisfollowedbyafocusoneachpaperand
includescontent,adviceonpreparationandexamplepapers.
Ifyouneedfurthercopiesofthishandbook,pleaseemailESOLinfo@CambridgeESOL.org
About Cambridge ESOL 2
The worlds most valuable range of English qualifications 2
Key features of Cambridge English exams 2
Proven quality 2
Introduction to Cambridge English: Legal 3
Who is the exam for? 3
Who recognises the exam? 3
What level is the exam? 3
Exam content and processing 4
A thorough test of all areas of language ability 4
International English 4
Marks and results 4
Certificates 4
Exam support 5
Support for teachers 5
Support for candidates 5
Paper 1 Reading 7
General description 7
Structure and tasks 7
The six parts of the Reading paper 8
Preparation 9
Sample paper 11
Answer key 17
Candidate answer sheet 18
Paper 2 Writing 19
The two parts of the Writing paper 20
Preparation 20
Sample paper 22
Assessment of Writing 23
Sample scripts with examiner comments 27
Paper 3 Listening 33
The four parts of the Listening paper 34
Preparation 34
Sample paper 37
Answer key 43
Candidate answer sheet 44
Paper 4 Speaking 45
The four parts of the Speaking test 46
Preparation 47
Sample paper 49
Assessment of Speaking 53
Glossary of testing terms 58
Contents
ABOUTCAMBRIDGEESOL
AboutCambridgeESOL
Cambridge English: Legal,alsoknownasInternational Legal English
Certicate (ILEC),isdevelopedbyUniversityofCambridgeESOL
Examinations(CambridgeESOL),anot-for-protdepartmentofthe
UniversityofCambridge.
CambridgeESOLisoneofthreemajorexamboardswhichformthe
CambridgeAssessmentGroup(CambridgeAssessment).More
than8millionCambridgeAssessmentexamsaretakeninover160
countriesaroundtheworldeveryyear.
TheworldsmostvaluablerangeofEnglish
qualications
Weofertheworldsleadingrangeofqualicationsforlearnersand
teachersofEnglish.Globally,over4millionpeopletakeourexams
eachyear.
CambridgeESOLprovidesassessmentsacrossthefullspectrumof
languageability.Weoferexaminationsforgeneralcommunication,
andprofessionalandacademicpurposes.Allofourexamsarealigned
totheprinciplesandapproachoftheCommonEuropeanFramework
ofReferenceforLanguages(CEFR).
TondoutmoreaboutCambridgeEnglishexamsandtheCEFR,goto
www.CambridgeESOL.org/CEFR
Inadditiontoourownprogrammesofworld-leadingresearch,we
workcloselywithprofessionalbodies,industryprofessionalsand
governmentstoensurethatourexamsremainfairandrelevantto
candidatesofallbackgroundsandtoawiderangeofstakeholders.
KeyfeaturesofCambridgeEnglishexams
CambridgeEnglishexams:
arebasedonrealistictasksandsituationssothatpreparingfor
theirexamgiveslearnersreal-lifelanguageskills
accuratelyandconsistentlytestallfourlanguageskillsReading,
Writing,ListeningandSpeakingaswellasknowledgeof
languagestructureanditsuse
encouragepositivelearningexperiences,andseektoachievea
positiveimpactonteachingwhereverpossible
areasfairaspossibletoallcandidates,whatevertheirnational,
ethnicandlinguisticbackground,genderordisability.
Provenquality
Ourcommitmenttoprovidingexamsofthehighestpossiblequalityis
underpinnedbyanextensiveprogrammeofresearchandevaluation,
andbycontinuousmonitoringofthemarkingandgradingofall
CambridgeEnglishexams.Ofparticularimportancearetherigorous
procedureswhichareusedintheproductionandpretestingof
questionpapers.
Alloursystemsandprocessesfordesigning,developingand
deliveringexamsandassessmentservicesarecertiedasmeeting
theinternationallyrecognisedISO9001:2008standardforquality
managementandaredesignedaroundveessentialprinciples:
Validityareourexamsanauthentictestofreal-lifeEnglish?
Reliabilitydoourexamsbehaveconsistentlyandfairly?
Impactdoesourassessmenthaveapositiveefectonteachingand
learning?
Practicalitydoesourassessmentmeetlearnersneedswithin
availableresources?
Qualityhowweplan,deliverandcheckthatweprovideexcellence
inalloftheseelds.
Howthesequalitiesarebroughttogetherisoutlinedinour
publicationPrinciples of Good Practice,whichcanbedownloadedfree
fromwww.CambridgeESOL.org/Principles
Cambridge International
Examinations
The worlds largest provider of
international education programmes
and qualications for 5 to 19 year olds
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES)
Cambridge ESOL: University
of Cambridge ESOL Examinations
Provider of the world's most
valuable range of qualications for
learners and teachers of English
OCR: Oxford Cambridge and RSA
Examinations
One of the UKs leading providers
of qualications
Departments of the University
Departments (exam boards)
One of the oldest universities in the world
and one of the largest in the United Kingdom
INTRODUCTIONTOCAMBRIDGE ENGLISH: LEGAL
IntroductiontoCambridgeEnglish:
Legal
Whoistheexamfor?
Cambridge English: Legalisforlawstudentsandpractisinglawyersin
aninternationallegalsetting.
Thisincludeslawstudentswhoare:
seekingemploymentinaninternationalcommerciallawcontext,
e.g.lawrms,companylegaldepartmentsandgovernment
agencies
intendingtostudylawwherethecourseincludesasignicant
Englishlanguagecontent,eitherintheirowncountryorabroad
seekingcerticationtodemonstratetheirEnglishlanguage
prociency.
Itincludespractisinglawyerswhoare:
seekingnewemploymentinaninternationalcommerciallaw
context
seekingpromotionwithintheirownorganisations
learningEnglishaspartofatrainingprogramme
seekingcerticationtodemonstratetheirEnglishlanguage
prociency.
Itsupportslawfacultiesandlanguageschoolswiththeselection,
placementandgraduationoftheirstudents,andalsoaidslegal
employerswiththehiringandtrainingofpersonnel.
Cambridge English: Legalcandidatesareexpectedtobefamiliarwith
somelegalconceptsandterminologycommonlyassociatedwith
internationalcommerciallaw.
Whorecognisestheexam?
Cambridge English: LegalisdevelopedbyCambridgeESOL
inco-operationwithTransLegalEuropesleadingrmof
lawyer-linguists.
Itisrecognisedbyleadingassociationsoflawyersincludingthe
EuropeanCompanyLawyersAssociation,theEuropeanLaw
StudentsAssociation,theInternationalAssociationofYoung
Lawyers,andtheEuropeanYoungBarAssociation.
Formoreinformationaboutrecognition,goto
www.CambridgeESOL.org/recognition
TheexamisaccreditedbyOfqual,thestatutoryregulatory
authorityforexternalqualicationsinEnglandandits
counterpartsinWalesandNorthernIreland.
TheUKBorderAgency(UKBA)acceptsCambridge English: Legal
asmeetingthelanguagerequirementsforTier1,2and4visa
applications*.
*AllinformationaccurateasofJanuary2013.Checkthelatest
requirementsatwww.UKBA.homeofce.gov.uk
Whatlevelistheexam?
Cambridge English: LegalistargetedatLevelsB2andC1oftheCEFR.
WhatcancandidatesdoatLevelsB2andC1?
TheAssociationofLanguageTestersinEurope(ALTE)hasdeveloped
aframeworkwhichcoverssixlevelsoflanguageprociencyaligned
totheCEFR.Long-termresearchcarriedoutbyALTEhasshownwhat
languagelearnerscantypicallydoateachlevel.Thefollowingtable
givessomeexamplesoftypicalabilityintheworkdomainineachof
theskillareasatB2andC1levels.
ExamplesofCanDostatementsatLevelC1
Reading and Writing Listening and Speaking
CAN understand the general meaning of
more complex reports.
CAN, within a reasonably short time,
understand most reports that they are
likely to come across.
CAN write most correspondence he/she is
likely to be required to do.
CAN, given enough time, write a report
that communicates the desired message.
CAN follow discussion with only
occasional need for clarication.
CAN deal with unpredictable questions.
CAN argue their case efectively and
specify needs precisely.
CAN engage in an extended conversation
with colleagues and clients on matters
within their authority/competence.
ExamplesofCanDostatementsatLevelB2
Reading and Writing Listening and Speaking
CAN understand the general meaning of
non-routine correspondence.
CAN understand the general meaning of a
report even if the topic is not predictable.
CAN write a simple report of a factual
nature and begin to evaluate, advise, etc.
CAN write non-routine correspondence
where this is restricted to matters of fact.
CAN ask for factual information and
understand the answer.
CAN ask questions, for example for
clarication, while following a lecture, talk
or presentation.
CAN express own opinion, and present
arguments to a limited extent.
CAN give a simple, prepared presentation
on a familiar topic.
EXAMCONTENTANDPROCESSING
Examcontentandprocessing
Cambridge English: Legalisbasedonrealistictexts,tasksandtopics
similartothosethatpractitionerswouldexpecttoencounterintheir
dailyworkinglives.
Thefollowinglistisanillustrationofsomeoftheareasoflawfeatured
intheexam:
corporate
businessassociations
contract
saleofgoods
realproperty
debtor-creditor
intellectualproperty
employment
competition
environmental
negotiableinstruments
securedtransactions
aspectsofinternationallaw.
Theexaminationalsocoversrelevantaspectsoflegalpractice.
Pleasenote:thislistisnotexhaustiveandisreviewedatregular
intervalstoensureCambridge English: Legalisuptodateand
continuestomeettheneedsofitstargetusers.
Athoroughtestofallareasoflanguageability
Therearefourpapers:Reading,Writing,ListeningandSpeaking.Each
papercarries25%ofthetotalmarks.Detailedinformationoneach
testandsamplepapersfollowlaterinthishandbook,buttheoverall
focusofeachtestisasfollows:
Reading 1 hour 15 minutes
Candidates need to be able to understand texts from sources such as legal journals, books
and articles.
Writing 1 hour 15 minutes
Candidates have to show that they can produce two diferent pieces of writing: a letter of
reply in Part 1 and a memorandum in Part 2.
Listening 40 minutes (approximately)
Candidates need to show they understand the meaning of a range of spoken material
such as law-related presentations, briengs, discussions and interviews.
Speaking 16 minutes
Candidates take the Speaking test with another candidate or in a group of three, and are
tested on their ability to take part in diferent types of interaction: with the examiner, with
the other candidate and by themselves.
InternationalEnglish
Englishisusedinawiderangeofinternationalcontexts.Toreect
this,candidatesresponsestotasksinCambridgeEnglishexamsare
acceptableinallvarietiesandaccentsofEnglish,providedtheydo
notinterferewithcommunication.Materialsusedfeaturearangeof
accentsandtextsfromEnglish-speakingcountries,includingtheUK,
NorthAmericaandAustralia.USandotherversionsofspellingare
acceptedifusedconsistently.
Marksandresults
Cambridge English: Legalgivesdetailed,meaningfulresults.All
candidatesreceiveaStatementofResults.Resultsarereportedas
threepassinggrades(C1PasswithMerit,C1PassandB2Pass)and
twofailinggrades(NarrowFailandFail).
StatementofResults
TheStatementofResultsoutlines:
thecandidatesresult;thisresultisbasedonacandidatestotal
scoreinallfourpapers
agraphicaldisplayofacandidatesperformanceineachpaper
(shownagainstthescaleExceptionalGoodBorderlineWeak)
astandardisedscoreoutof100whichallowsacandidatetosee
exactlyhowtheyperformed.
Certicates
IfacandidateachievesLevelB2orabove,theywillreceivea
certicate.Thiswillshowoneofthreegrades:
C1PasswithMeritthisindicatesgoodachievementat
CEFRLevelC1
C1Passthiscoverstherangeofabilityfromaborderlinepassto
goodachievementatLevelC1oftheCEFR
B2PassthisindicatesthatyourabilityiswithinLevelB2of
theCEFR.
CerticatesareissuedabouttwoweeksaftertheissueofStatements
ofResults.
Specialcircumstances
CambridgeEnglishexamsaredesignedtobefairtoalltesttakers.
Thiscommitmenttofairnesscovers:
Specialarrangements
Theseareavailableforcandidateswithapermanentorlong-term
disability.ConsulttheCambridgeESOLCentreExamsManager
(CEM)inyourareaformoredetailsassoonasyoubecome
awareofacandidatewhomayneedspecialarrangements.
Specialconsideration
CambridgeESOLwillgivespecialconsiderationtocandidates
afectedbyadversecircumstancessuchasillnessor
bereavementimmediatelybeforeorduringanexam.Applications
forspecialconsiderationmustbemadethroughthecentreno
laterthan10workingdaysaftertheexamdate.
Malpractice
CambridgeESOLwillinvestigateallcaseswherecandidatesare
suspectedofcopying,collusionorbreakingtheexamregulations
insomeotherway.Resultsmaybewithheldwhiletheyare
beinginvestigated,orbecausewehavefoundaninfringementof
regulations.Centresarenotiedifacandidatesresultshavebeen
investigated.
EXAMSUPPORT
CambridgeEnglishTeacher
DevelopedbyCambridgeUniversityPressandUniversityof
CambridgeESOLExaminations(CambridgeESOL),Cambridge
EnglishTeacherprovidesopportunitiesforEnglishlanguageteachers
toengageincontinuingprofessionaldevelopmentthroughonline
courses,sharingbestpracticeandnetworkingwithotherELT
professionalsworldwidethroughforumsandwebinars.
FormoreinformationonhowtobecomeaCambridgeEnglish
Teacher,visitwww.CambridgeEnglishTeacher.org
Supportforcandidates
CambridgeESOLwebsite
Weprovidelearnerswithawealthofexamresourcesandpreparation
materialsthroughoutourmainwebsite,includingexamadvice,
samplepapersandaguideforcandidates.
www.CambridgeESOL.org
Ofcialpreparationmaterials
ArangeofofcialCambridgeEnglishpreparationmaterialsis
availablefromUniversityofCambridgeESOLExaminations
(CambridgeESOL)andCambridgeUniversityPress.Materials
includeprintedanddigitalresourcestosupportteachersandhelp
learnerspreparefortheirexam.
Fordetailedexaminformationandfurthersupport,visit
www.legalenglishtest.org
Examsupport
AfeatureofCambridgeEnglishexamsistheoutstandingsupportwe
ofertoteachersandcandidates.
Freesupportmaterials
Pastexaminationpaperswhichcanbeusedforpractice,examination
reportswhichprovideageneralviewofhowcandidatesperformed,
andguidanceonthepreparationofcandidates,canbefoundat
www.legalenglishtest.org
HowtoorderCambridgeEnglishsupportmaterials
Arangeofofcialexampreparationmaterialsforcandidatesand
teacherscanbeorderedfromyourlocalCambridgeUniversity
Pressrepresentative.DetailscanbefoundintheELTsectionat
www.cambridge.org/elt/exams
Supportforteachers
TeacherSupportwebsite
Thiswebsiteprovidesaninvaluable,user-friendlyfreeresourceforall
teacherspreparingforourexams.Itincludes:
Generalinformationhandbookforteachers,samplepapers,
examreports,examdates
Detailedinformationformat,timing,numberofquestions,task
types,markschemeofeachpaper
Adviceforteachersdevelopingstudentsskillsandpreparing
themfortheexam
Downloadablelessonsalessonforeverypartofeverypaper;
therearemorethan1,000intotal
Forumswhereteacherscanshareexperiencesandknowledge
Careersteachingqualicationsforcareerprogression
Newsandeventswhatshappeninggloballyandlocallyinyour
area
Seminarsawiderangeofexam-specicseminarsfornewand
experiencedteachers,administratorsandschooldirectors
eMediapagepastTeacherSupportnewslettersandwebinars
canbedownloaded.
www.teachers.CambridgeESOL.org
EXAMSUPPORT
Othersourcesofsupportmaterials
Coursebooks,practicetestsandlearningresourcesarealsoproduced
byindependentpublisherstohelpcandidatesprepareforCambridge
Englishexams.Wecannotadviseontextbooksorcoursesofstudy
thatwedonotprovide,butwhenyouarechoosingcoursematerials
youshouldbearinmindthat:
Cambridge English: Legalrequiresall-roundlanguageability
mostcoursebookswillneedtobesupplemented
anycoursebooksandpracticematerialsyouchooseshould
accuratelyreectthecontentandformatoftheexam.
www.CambridgeESOL.org/resources/books-for-study
Examsessions
Cambridge English: Legal isavailableasapaper-basedexam.
CandidatesmustbeenteredthrougharecognisedCambridgeESOL
centre.
Findyournearestcentreatwww.CambridgeESOL.org/centres
Furtherinformation
ContactyourlocalCambridgeESOLcentre,orCambridgeESOLdirect
(usingthecontactdetailsonthebackcoverofthishandbook)for:
copiesoftheregulations
detailsofentryprocedure
examdates
currentfees
moreinformationaboutCambridge English: Legal andother
CambridgeEnglishexams.
Paper1
Reading
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Multiple-choicecloze.
Thetestingfocusisonlexis(e.g.semantic
precision,collocations,xedphrasesand
linkingwords/phrases).
FORMAT Twomodiedclozetextseachcontaining
sixgapsandfollowedbysixfour-option
multiple-choicequestions.
NO.OFQS 12.
PART2
TASKTYPE
ANDFOCUS
Opencloze.
Grammaticalandlexico-grammatical.
FORMAT Amodiedclozetextcontainingtwelvegaps.
NO.OFQS 12.
PART3
TASKTYPE
ANDFOCUS
Wordformation.
Lexical(afxationandcompounding).
FORMAT Twoshorttexts,eachcontainingsixgaps.
Candidatesmustformanappropriateword
tocompleteeachgapusingthegivenbase
words.
NO.OFQS 12.
PART4
TASKTYPE
ANDFOCUS
Multiplematching.
Readingfordetailandgist.
FORMAT Asingletextdividedintofoursections,or
fourrelatedshorttextsprecededbymultiple
matchingquestions.
NO.OFQS 6.
PART5
TASKTYPE
ANDFOCUS
Gappedtext.
Cohesion,coherence,textstructure,
globalmeaning.
FORMAT Atextfromwhichsentenceshavebeen
removedandplacedinjumbledorderafterthe
text.Candidatesmustdecidefromwherein
thetextthesentenceshavebeenremoved.
NO.OFQS 6.
PART6
TASKTYPE
ANDFOCUS
Multiplechoice.
Readingfordetail,gist,opinion,implication
andreferencing.
FORMAT Atextfollowedbyfour-optionmultiple-choice
questions.
NO.OFQS 6.
Generaldescription
PAPERFORMAT Thepaperconsistsofarangeof
law-relatedtextsandaccompanying
tasks.Atextmayconsistofseveral
shortpieces.
TIMING 1hour15minutes.
NO.OFPARTS Therearesixparts.Parts1to3test
candidatesknowledgeandcontrol
ofthelanguagesystem.Parts4to6
testcandidatesunderstandingofthe
meaningofwrittenEnglishatword,
phrase,sentenceandparagraph
level.
NO.OFQUESTIONS 54.
TASKTYPES Multiple-choicecloze,opencloze,
wordformation,multiplematching,
gappedtextandfour-optionmultiple
choice.
TASKFOCUSES Theseincludesemanticprecision,
grammaticalandlexico-grammatical
knowledge,afxationand
compounds,awarenessoftext
structure,andunderstandinggist,
detail,opinionandimplication.
TEXTTYPES Theseincludeextractsfromlaw
textbooksandreferencebooks,
lawjournals,legalcorrespondence,
reportsandwebpages.
LENGTHOFTEXTS Thetextscontainapproximately
2,500wordsintotal.
ANSWERFORMAT Candidatesindicateanswersby
shadingaboxorwritingawordona
machine-readableanswersheet.
MARKS Questions136carryonemark.
Questions3754carrytwomarks.
PAPER1:READING
PART4 Multiplematching
This part tests the candidates general understanding of a text and their
ability to locate specic information within it.
Sample task and answer key: pages 14 and 17.
EachcorrectanswerinPart4receives2marks.
Part4requirescandidatestoscanatextwhichisdividedintofour
sections,orfourshorttexts.Candidatesarerequiredtomatch
questionswiththerelevantinformationfromthetext.Someofthe
optionswillneedtobeusedmorethanonce.
Thequestionsforthemultiplematchingtaskareprintedbeforethe
texttoreplicateareal-worldsituationwherecandidatesknowtheir
purposeinreadingatext.Therearesixquestions.
PART5 Gappedtext
This part tests the candidates understanding of how texts are structured
and their ability to follow the detailed meaning and argument of a text.
Part5requirescandidatestoselectthesentenceswhichtthegaps
inatext.Ineachcaseonlyoneansweriscorrect.Thetaskconsists
ofasingle-pagegappedtextfollowedbytheoptions,includingone
extrasentencewhichdoesnottinanyofthegaps.
Candidatesneedtoreadthegappedtextrstinordertogainan
overallideaofthestructureandthemeaningofthetext,andtonote
inparticulartheinformationandideasthatappearbeforeandafter
eachgap.Thentheyshoulddecidewhichsentencetseachgap.
Eachlettermaybeusedonlyonce.Therearesixquestions.
PART6 Multiplechoice
This part tests the candidates detailed understanding of a text, including
the opinions expressed in it.
Part6consistsofasingle-pagetextfollowedbymultiple-choice
questions.Candidatesneedtoreadthetextcloselyinorderto
distinguishbetween,forexample,apparentlysimilarviewpoints,
outcomes,orreasons.Thetaskmayalsocontainaquestionfocusing
onthemeaningofaparticularwordorphraseinthetext,orona
referencewordsuchasapronoun.
Thequestionsarepresentedinthesameorderastheinformationin
thetext,andcanbeansweredcorrectlyonlybyclosereferencetothe
text.Candidatesshouldreadeachquestionverycarefully,aswellas
thefourpossibleanswers.Therearesixquestions.
ThesixpartsoftheReadingpaper
PART1 Multiple-choicecloze
In this part, there is an emphasis on vocabulary and linking words/phrases.
Sample task and answer key: pages 11, 12 and 17.
EachcorrectanswerinPart1receives1mark.
Part1requirescandidatestochooseawordorphrasefromaset
offour(A,B,C,D)tollagapinatext.Thisinvolveschoosingthe
answerwhichhastherightmeaningandtsbothgrammaticallyand
withinthetextasawhole.Thispartofthepapertestsknowledgeof
aspectsofvocabulary,suchasxedphrasesandcollocations,shades
ofmeaning,phrasalverbsandlinkers.Therearetwoshorttexts,each
containingsixquestions.Thersttextcontainsanexample.
PART2 Opencloze
In this part, there is an emphasis on structure.
Part2isanopenmodiedclozetask,consistingofatextwith
12gaps,plusoneexample.Candidateshavetolleachgap
inthetextwithonewordonly.Thispartfocusesmainlyon
awarenessandcontrolofstructuralitemssuchasconjunctions,
prepositions,pronouns,auxiliaries,quantiers,etc.Answersmust
begrammaticallycorrectatphraseandsentencelevel,andalsobe
appropriatetothemeaningofthewholetext.Theremaybemore
thanonewordwhichisacceptableforagap,butcandidatesshould
onlysupplyoneword.
PART3 Wordformation
In this part, there is an emphasis on vocabulary.
Part3isdesignedtotestwordformationthroughafxationand
compounding.Candidatesarerequiredtosupplyanappropriate
word,formedfromagivenbaseword,tollagapinatext.Thereare
twoshorttexts,eachcontainingsixquestions.Thersttextcontains
anexample.
PAPER1:READING
Advisestudentstoconsideralltheoptionscarefullybefore
decidingontheiranswer.Severaloftheoptionsmayappear
possible,butonlyonewillbesemanticallyandgrammatically
correctinthatparticularcontext.
PART2
Somegapscanbelledbyreferringjusttotheimmediate
phraseorsentence,butotherswillrequireunderstandingofthe
paragraphorwholetext.Whererelevant,studentsshouldbe
encouragedtotrytocirclethewordorwordsinthetextthat
determinetheanswer.
Thekindsofwordswhicharegappedmaysometimescorrespond
tothekindsoferrorsthatstudentsmake,sodiscussionoftheir
writingmaybeuseful.
Remindstudentsthatonlyonewordisrequiredforeachanswer.
Answersofmorethanonewordwillbemarkedwrong.
Remindstudentstousethecontexttohelpthemidentifythe
missingpartofspeech,e.g.conjunction,preposition,pronoun,
auxiliary,quantier,etc.
PART3
Remindstudentsthattheyneedtounderstandthecontextof
eachgapinthetexttodecidewhichpartofspeech(noun,verb,
adjectiveoradverb)isrequired.
Sometimesapluralformoraspecicpartofaverbwillbe
required.
Sometimesanegativeprexwillberequired.Thereisoftenat
leastonewordrequiringaprex(e.g.un-,im-,ir-,dis-,etc.)ina
Part3task,socheckthatstudentsareawareoftheseforms.
PART4
Encouragestudentstohighlightkeywordsinthequestion,to
helpthemfocustheirreading.
Discouragestudentsfromselectingananswersolelyonthebasis
ofmatchingawordinthequestionwithawordinthetext,as
carefulreadingisrequiredtoensureanaccuratematchinterms
ofmeaning.
Studentsmaybenetfrompracticeinparaphrasing,asthe
wordingofthequestionislikelytodiferfromthatofthetext.
Askstudentstodividesuitabletextsintofoursectionsandto
identifyideaswithineachsection,focusingonhowthesections
aresimilarandhowtheyarediferent.Theycanthenuse
paraphrasingtowritetheirownquestions.
PART5
Encouragestudentstoreadthetextasawhole,andnottofocus
oneachgapseparately.Theyneedtounderstandthatanidea
ofthestructureandthedevelopmentofthethemeofthetext
isnecessarybeforestartingtodothetask.Studentsfrequently
makethewrongchoicesbyselectingoptionswhichtthetext
beforethegap,andneglectingtocheckthatthetextafterthegap
followsonsmoothly.
Part5requiresanovertfocusoncohesionandcoherenceto
whichsomestudentsmaynotbeaccustomed;givestudents
plentyofpracticeinrecognisingawiderangeoflinguisticdevices
whichmarkthelogicalandcohesivedevelopmentofatext,e.g.
Preparation
General
Makesurethestudentsreadaswidelyaspossibleinclassand
athome.Classroomreadingcanincludearangeofreadingtexts
fromauthenticsourcessuchaslawtextbooks,lawjournals,web
pagesand,ifpossible,legalcorrespondence.Encouragestudents
tointeractfullywitheachtextbyfocusingonpre-reading
questions.Thesestimulateinterestinthetopicdealtwithbythe
textandtrainstudentsinpredictiontechniques.
Itwillbeusefulforstudentstorefertodictionariesandgrammar
bookswhilestudying.However,theyshouldalsobeencouraged
toreadtextswithoutthinkingthattheyneedtounderstandevery
word.Theyarenotallowedtouseadictionaryintheexamination
andtheyshouldbetrainedtotrytoguessthemeaningof
unknownwordsfromthecontext.Studentssometimesspendtoo
longprocessingthetextatwordlevelratherthantryingtogeta
moretopdownviewofwhatitisabout.
Itisimportanttomakesurethestudentsarefamiliarwith
thestandardformatofthetestbygoingthroughthesample
materialswiththem.
Makesurestudentsarefamiliarwiththeinstructionsonthefront
pageofthequestionpaper,andforeachpartofthetest.They
shouldalsobefamiliarwiththetechniqueofindicatingtheir
answerontheseparateanswersheet,sothattheycandothis
quicklyandaccurately.Theywillneedtobeshownhowtodothis
andtopractiseinatimedexercise.Theyneedtothinkaboutthe
relativemeritsoftransferringtheiranswerstotheanswersheet
attheendofeachtaskorwaitinguntiltheendofthetest.Ifthey
nditdifculttocompletethesixpartsinthetimeallowed,it
maybewisertotransferanswersaftereachpart.
Whenstudentsarefamiliarwiththediferenttasktypes,itisa
goodideatodiscusswhichpart(s)takethemlongertocomplete.
Followingthisdiscussionyoumaywishtosuggestpossible
timingsforeachtask.Studentsmayprefertoattempttaskswhich
theyndeasierrst.Studentsneedtoberemindedthateachof
thesixpartsisweightedtocarryanequalnumberofmarks.The
outcomeofthediscussionwillalsohelpyoutodecidewhich
sectionsofthepapertofocusonforfurtherpracticeandmay
leadontoassistancewithfasterreadingstrategies.
RemindstudentstocheckthespellingoftheiranswerstoParts2
and3,asincorrectspellingispenalised,andtowriteclearlyand
incapitalletters.
Bypart
PART1
Studentsshouldbeencouragedtoreadextensivelyfrom
appropriatesourcesinordertobuildupawidevocabulary.
Indoingso,theyshouldpayattentiontotheshadesof
meaningdiferentiatingsetsofsimilarwords,collocationand
complementation.
Anyvocabulary-buildingactivityworkingwithlexisrelevantto
legalEnglishislikelytobeusefulinpreparingforthistask.
Spendtimepractisinglinkingwordsandphrases(whichwillalso
benetstudentswritingskills).
PAPER1:READING
wordsandphrasesindicatingtime,causeandefect,contrasting
arguments,pronouns,repetitionanduseofverbtenses.
Alertstudentstothedangersofsimplymatchingoptionsand
sectionsofthetextcontainingthesamewords.Thetaskis
designedtotestunderstandingofthedevelopmentofideas,
opinionsandeventsratherthanthesupercialrecognitionof
individualwords.
Itwouldbeusefulforstudentstoreassembletextsthathave
beencutup,discussingwhysentencesdoordonotttogether.
Theymayalsobenetfromalteringthecohesionoftextstomake
sentencesttogetherorpreventthemfromdoingso.
Thecutandpastefunctionofwordprocessingpackagescanbe
exploitedinpreparingforthistask.
PART6
Studentsshouldreadthewholetextbeforereadingthemultiple-
choicequestions.Particularlysincethreeofthefouroptionsare
incorrect,thereislittlepointintryingtoabsorbthemallbefore
tacklingthetext.Instead,studentsshouldbetrainedtocheck
eachoptioninturnagainsttheevidenceofthetext.
Studentsshouldbeencouragedtoreadeachquestionitselfvery
carefully,aswellasthefouroptions.Inthecaseofitemswhich
taketheformofanincompletesentence,thecompletedsentence
createdbymatchingittoanoptionmustmatchwhatiswrittenin
thetext,andnotjusttheoptionitself.
Asintheotherpartsofthetest,itisimportantthatstudents
avoidsimplymatchingwordsinthetextwithwordsinthe
questionoroption.Carefulstudyofthequestionsandtextisvery
important.
Whenworkingthroughthesampletaskitmaybeusefulif
studentstrytoanswerthequestionintheirownwordsand
thenchecktheirformulationagainsttheoptions,ratherthan
readingtheoptionsrst.Itmayalsobeusefultoaskstudentsto
underlinethepartofthetextwheretheyfoundtheanswerand
thenjustifyittotherestoftheclass,andeventoidentifythe
informationthatthedistractorsarebasedon.
PAPER1:READING|SAMPLEPAPER
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER1|READING
PAPER1|READING
PAPER1|READING
PAPER1|READING
PAPER1:READING|ANSWERKEY
Answerkey
Q Part1
1 D
2 A
3 B
4 A
5 C
6 D
7 D
8 C
9 B
10 A
11 C
12 B
Q Part4
37 B
38 D
39 A
40 D
41 C
42 B
Q Part5
43 F
44 C
45 E
46 G
47 A
48 D
Q Part6
49 B
50 C
51 C
52 B
53 D
54 A
Q Part3
25 FRAMEWORK
26 OBLIGATIONS
27 PROSPEROUS
28 ACCOUNTABLE
29 VIRTUALLY
30 SETTLEMENT
31 EVASION
32 IRREGULARITY/
IRREGULARITIES
33 OFFENCE/OFFENSE
34 FACILITATE
35 DISCIPLINARY
36 DISCLOSURE
Q Part2
13 NONE
14 IN
15 TO
16 SUCH
17 DO
18 BEEN
19 AS
20
ALTHOUGH/THOUGH/
WHILE/WHILST
21 OF
22 OR
23 HOW
24 ALL
PAPER1:READING|CANDIDATEANSWERSHEET
Candidateanswersheet
PAPER1|READING
Paper2
Writing
Generaldescription
PAPERFORMAT Thepaperconsistsoftwo
law-relatedwritingtasksinresponse
tostimuliprovidedandforagiven
purposeandtargetreader.
TIMING 1hour15minutes.
NO.OFPARTS Therearetwoparts.
NO.OFQUESTIONS Two(botharecompulsory).
TASKTYPES Candidatesarerequiredtowritea
letterandamemorandum.
TASKFOCUSES Thefocusvariesslightlyacrossthe
twopartsbut,inboth,candidates
arerequiredtocoverallthecontent
points.InPart2,candidateshave
morescopetodisplaytheirlinguistic
competenceasthereismore
opportunitytostructureanddevelop
contentthaninPart1.
ANSWERFORMAT Candidateswritetheiranswersona
linedanswersheet.
MARKS Part1carries40%ofthetotalmarks
availableandPart2carries60%of
thetotalmarksavailable.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Aletter.
Explaining,refuting,presentingand
developingarguments,suggesting,etc.
FORMAT Candidatesarerequiredtoproducealetter
basedonarubric,inputletterandve
contentpoints.
NO.OFTASKS
ANDLENGTH
Onecompulsorytask.
120180words.
PART2
TASKTYPE
ANDFOCUS
Amemorandum.
Presentinganddevelopingarguments,
expressingandsupportingopinions,
evaluatingideas,describing,summarising,
recommending,persuading,explaining,
apologising,reassuring,complaining,etc.
FORMAT Candidatesarerequiredtoproducea
memorandumbasedonarubric,including
fourcontentpoints.
NO.OFTASKS
ANDLENGTH
Onecompulsorytask.
200250words.
forefectivetaskachievementandcandidateswillbeexpected
todeveloplaw-relatedtopicsanddiscusslaw-relatedissuesina
non-technicalwayintheiranswers.
Preparation
General
Whenpreparingstudentsfortheexamination,itisimportantto
makesuretheyarefamiliarwiththepaperandtherangeoftask
typesandtopics.Studentswillneedguidanceontheparticular
featuresofeachtasktypeandtheappropriatestyleandtone.An
inappropriatestyleisnotspecicallypenalisedbutmayafect
candidatesmarksontherelevantsubscales.
Trainyourstudentstoreadthequestionscarefully,underlining
themostimportantparts.Theythenneedtoplanananswer
whichaddressesallthepointsrequiredbythetask.Thiswillhelp
thembalancetheiranswerssothatarangeoflanguagecanbe
demonstrated.
ThetimeallowedfortheWritingpaper(1hour15minutes)is
designedtobesufcientforstudentstomakebriefplansand
thenwritetheirtwoanswersasclearlyaspossible.Theyshould
notworryiftheymakemistakesbuttheyshouldmakeclear
correctionssothattheexaminercanfollowandmarkwhatthey
havewritten.
Yourstudentswillneedpracticeinwritingtasksatthislevel
withinthewordlimitsothattheyknowwhentheyhavewritten
enoughintheirownhandwriting.
Studentsneedtothinkcarefullyaboutwhothetargetreaderis
foreachtaskandtrytowriteinanappropriatestyleandtone.Is
thetargetreader,forexample,aclient,acolleagueorsomeone
inapositionofauthority?Dotheyneedtopresentdifcult
informationpolitely(asinacomplaint)oraretheytryingto
persuadesomebodytodosomething?Thebalancebetweenthe
function(s)requiredbythetaskandtherelationshipwiththe
targetreaderisimportant.
Whenplanningtheirwriting,itisimportantthatstudentsuse
efectiveparagraphingandtheyshouldbeencouragedtodevelop
eachoftherequiredpointsinaseparateparagraph.Headingsin
Part2memorandaalsooftenmakethetexteasierforthetarget
readertofollow.
Usingavarietyoflinkingwordsisimportant,asisensuringthat
theowofideasinthewritingislogicalandeasyforthereader
tofollow.AtlevelsB2andC1,itisparticularlyimportantthat
studentscandemonstrateanoverallcohesiontothewholetask
aswellasatsentencelevel.
Studentsshouldbeencouragedtousearangeofcomplex
language.If,indoingso,theymakemistakes,theexaminerwill
alwaysgivecreditforthecomplexlanguageattemptedaslong
asthemistakesdonotimpedecommunication.Studentswill
needpracticeindevelopingpointsasfullyaspossibleinorderto
demonstratearangeoflanguageandinusingaswideavarietyof
vocabularyaspossibleby,forexample,usingsynonyms.Credit
willalsobegivenfortheappropriateuseoflegalterminology.
Errorswhichdonotimpedecommunicationmay,nonetheless,
afecttheoverallsuccessofthecommunicationandstudents
ThetwopartsoftheWritingpaper
Part1oftheTestofWritingcarries40%ofthetotal
marksavailableandPart2carries60%ofthetotal
marksavailable.
PART1
This part tests the candidates ability to produce a letter in response to an
input text.
Sample task and scripts: pages 22 and 2729.
Tasktypeandfocus
Aletter.Therangeoffunctionsinthetaskmayincludeevaluating,
expressingopinions,hypothesising,justifying,persuading,prioritising,
summarising,comparingandcontrastingaswellasadvising,
apologising,correcting,describing,explaining,recommendingand
suggesting.Theusualconventionsofletterwriting,i.e.opening
salutation,paragraphingandclosingphrasing,arerequired,butit
isnotnecessarytoincludepostaladdresses.Candidateswhodo
includeaddresseswillnotbepenalised.
Taskformat
Candidatesneedtobasetheiranswerontheinputmaterial.This
inputismadeupofaletterandaccompanyingnotes,anumber
ofwhichwillrequirethecandidatetoaddresslaw-relatedissues
relevanttothecontextofthetask.Itisveryimportantthatcandidates
coverthefunction(s)speciedintherubricsothatthetargetreader
isfullyinformed.Candidatesmustreadalloftheinputmaterial
carefully.Candidatesneedtoadoptanappropriatestyle,layout
andregisterforthetask:theoverallaimofthetaskbeingtohave
apositiveefectonthetargetreader.Listinginformationinsimple
sentencesisnotenough:organisationandcohesion,clearlayout,
balance,appropriateregister,controlandaccuracyoflanguage
areallimportantfeaturesoftaskachievement.Evidenceofrange
oflanguageisalsorequired,whichmeansbuildingonkeywords
fromtheinputratherthanliftingwholesegments.Part1tasksofer
candidatestheopportunitytoexpandontheinformationgivenand
thisenablesthemtodemonstratetheirrangeoflanguage.
PART2
This part tests the candidates ability to produce a memorandum in
response to input.
Sample task and scripts: pages 22 and 3032.
Tasktypeandfocus
Amemorandum.Therangeoffunctionsinthetaskmayinclude
presentinganddevelopingarguments,expressingandsupporting
opinions,evaluatingideas,describing,summarising,recommending,
persuading,explaining,apologising,reassuring,complaining,etc.
Taskformat
ThereislessreadinginputforthistaskthanforPart1.Thewriting
taskinPart2hasacontext,apurposeforwritingandatarget
readerspecied.Attentiontoeveryelementintherubricisessential
PAPER2:WRITING
needregularpracticeincheckingtheirworkforerrorsand
inaccuracies.Encouragingstudentstomakesystematicchecks
oftheirworkverbtensesorsingular/pluralagreements,for
exampleisuseful.
Makeyourstudentsawareoftheimportanceofspellingand
punctuation.Althoughspellingerrorsandfaultypunctuation
arenotspecicallypenalised,theycansometimesimpede
communication.Thismayafectcandidatesmarksonthe
relevantsubscales.Americanusageandspellingareasvalidas
Britishusageandspelling.
Part2ontheTestofWritingcarriesmoremarksthanPart1so
yourstudentsshouldpractiseplanningthetimetheyspendon
eachquestioncarefully.
Bypart
PART1
Trainyourstudentstoreadtheopeningparagraphsand
instructionsandtothinkcarefullyaboutwhattheirroleisandthe
purposeofthetask,whotheyarewritingtoandwhy,andwhat
theyaretryingtoachieveinthetask.
Studentscanusekeywordsfromthequestionbutshouldnot
liftwholesegmentsoftheinput.Nocreditisgivenforlanguage
whichhasbeenobviouslyliftedfromthequestion.Students
shouldthereforebegivenpracticeinusingtheirownwordswhen
usinginformationfromtheinput.
Thetaskismadeupofaninputletterwithnotes.Students,
therefore,needpracticeinreformulatingthelanguageusedin
noteformintofullsentences,payingparticularattentiontoverb
tensesanduseofdenite/indenitearticles.
PART2
Goodanswerswillcontaindetailedandspecicinformationand
itis,therefore,usefulpracticeforstudentstobrainstormtheir
ideasinclassinordertogenerateappropriatecontent.Once
ideashavebeengenerated,studentsneedguidanceinhowto
organisethecontentoftheiranswers.Itisusefultoconsider
whatknowledgecanbeassumedandwhatshouldbeincluded
andtowhatextentfactualpointsneedillustration.
Part2questionshavefourcontentpointstoaddress.Students
needtobetrainednotonlytoaddressallfourpointsbutalso
toconsiderthebalanceoftheiranswers.Thepointsdonot
necessarilyrequireequalamountsofwritinganditisimportant
whenreadingthequestiontonoticewhether,forexample,the
questionasksforabriefconsiderationofsomething.
Remindyourstudentsthattheyshouldnotreproduceataskthat
theyhavedoneinclassonasimilartopicassuchanswersrarely
addressthetaskset.Itisessentialthattheyaddressthepointsin
therubricanddonotsimplywrite250wordsonthetopic.
PAPER2:WRITING
PAPER2:WRITING|SAMPLEPAPER

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PAPER2|WRITING
PAPER2:WRITING|ASSESSMENT
AssessmentofWriting
Examinersandmarking
WritingExaminers(WEs)undergoarigorousprocessoftrainingand
certicationbeforetheyareinvitedtomark.Onceaccepted,theyare
supervisedbyTeamLeaders(TLs)whoareinturnledbyaPrincipal
Examiner(PE),whoguidesandmonitorsthemarkingprocess.
WEsmarkcandidateresponsesinasecureonlinemarking
environment.Thesoftwarerandomlyallocatescandidateresponses
toensurethatindividualexaminersdonotreceiveaconcentrationof
goodorweakresponses,orofanyonelanguagegroup.Thesoftware
alsoallowsforexaminersmarkingtobemonitoredforqualityand
consistency.Duringthemarkingperiod,thePEandTLsareable
toviewtheirteamsprogressandtoofersupportandadvice,as
required.
Assessmentscales
Examinersmarktasksusingassessmentscalesthatweredeveloped
withexplicitreferencetotheCommonEuropeanFrameworkof
ReferenceforLanguages(CEFR).Thescales,whichareusedacross
thespectrumofCambridgeESOLsGeneralandBusinessEnglish
Writingtests,consistoffoursubscales:Content,Communicative
Achievement,Organisation,andLanguage:
Contentfocusesonhowwellthecandidatehasfullledthetask,
inotherwordsiftheyhavedonewhattheywereaskedtodo.
CommunicativeAchievementfocusesonhowappropriatethe
writingisforthetaskandwhetherthecandidatehasusedthe
appropriateregister.
Organisationfocusesonthewaythecandidateputstogetherthe
pieceofwriting,inotherwordsifitislogicalandordered.
Languagefocusesonvocabularyandgrammar.Thisincludesthe
rangeoflanguageaswellashowaccurateitis.
Responsesaremarkedoneachsubscalefrom0to7,exceptforthe
Contentsubscale(0to5).
Whenmarkingthetasks,examinerstakeintoaccountlengthof
responsesandvarietiesofEnglish:
Guidelinesonlengthareprovidedforeachtask;responses
whicharetooshortmaynothaveanadequaterangeoflanguage
andmaynotprovidealltheinformationthatisrequired,while
responseswhicharetoolongmaycontainirrelevantcontentand
haveanegativeefectonthereader.Thesemayafectcandidates
marksontherelevantsubscales.
CandidatesareexpectedtouseaparticularvarietyofEnglish
withsomedegreeofconsistencyinareassuchasspelling,and
notforexampleswitchfromusingaBritishspellingofawordto
anAmericanspellingofthesameword.
TheContentsubscaleiscommontoalllevels:
Content
5 All content is relevant to the task.
Target reader is fully informed.
3 Minor irrelevances and/or omissions may be present.
Target reader is on the whole informed.
1 Irrelevances and misinterpretation of task may be present.
Target reader is minimally informed.
0 Content is totally irrelevant.
Target reader is not informed.
Theremainingthreesubscales(CommunicativeAchievement,
Organisation,andLanguage)havedescriptorsspecictoeach
CEFRlevel:
CEFR
level
Communicative Achievement Organisation Language
Demonstratescompletecommandofthe
conventionsofthecommunicativetask.
Communicatescomplexideasinanefective
andconvincingway,holdingthetarget
readersattentionwithease,fulllingall
communicativepurposes.
Textisorganisedimpressivelyand
coherentlyusingawiderangeof
cohesivedevicesandorganisational
patternswithcompleteexibility.
Usesawiderangeofvocabulary,including
lesscommonlexis,withuency,precision,
sophistication,andstyle.
Useofgrammarissophisticated,fullycontrolled
andcompletelynatural.
Anyinaccuraciesoccuronlyasslips.
C2 Usestheconventionsofthecommunicative
taskwithsufcientexibilityto
communicatecomplexideasinanefective
way,holdingthetargetreadersattention
withease,fulllingallcommunicative
purposes.
Textisawell-organised,coherent
whole,usingavarietyofcohesive
devicesandorganisationalpatterns
withexibility.
Usesarangeofvocabulary,includingless
commonlexis,efectivelyandprecisely.
Usesawiderangeofsimpleandcomplex
grammaticalformswithfullcontrol,exibility
andsophistication.
Errors,ifpresent,arerelatedtolesscommon
wordsandstructures,oroccurasslips.
C1 Usestheconventionsofthecommunicative
taskefectivelytoholdthetargetreaders
attentionandcommunicatestraightforward
andcomplexideas,asappropriate.
Textiswell-organisedandcoherent,
usingavarietyofcohesivedevicesand
organisationalpatternstogenerally
goodefect.
Usesarangeofvocabulary,includingless
commonlexis,appropriately.
Usesarangeofsimpleandcomplexgrammatical
formswithcontrolandexibility.
Occasionalerrorsmaybepresentbutdonot
impedecommunication.
B2 Usestheconventionsofthecommunicative
tasktoholdthetargetreadersattentionand
communicatestraightforwardideas.
Textisgenerallywell-organisedand
coherent,usingavarietyoflinking
wordsandcohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasionalinappropriateuse
oflesscommonlexis.
Usesarangeofsimpleandsomecomplex
grammaticalformswithagooddegreeofcontrol.
Errorsdonotimpedecommunication.
B1 Usestheconventionsofthecommunicative
taskingenerallyappropriatewaysto
communicatestraightforwardideas.
Textisconnectedandcoherent,using
basiclinkingwordsandalimited
numberofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionallyoverusing
certainlexis.
Usessimplegrammaticalformswithagood
degreeofcontrol.
Whileerrorsarenoticeable,meaningcanstillbe
determined.
A2 Producestextthatcommunicatessimple
ideasinsimpleways.
Textisconnectedusingbasic,
high-frequencylinkingwords.
Usesbasicvocabularyreasonablyappropriately.
Usessimplegrammaticalformswithsome
degreeofcontrol.
Errorsmayimpedemeaningattimes.
Cambridge English: LegalWritingExaminersusethefollowingassessmentscale,extractedfromtheoneonthepreviouspage:
B2/C1 Content Communicative Achievement Organisation Language
7 Usestheconventionsof
thecommunicativetask
withsufcientexibilityto
communicatecomplexideas
inanefectiveway,holding
thetargetreadersattention
withease,fulllingall
communicativepurposes.
Textisawell-organised,
coherentwhole,usinga
varietyofcohesivedevices
andorganisationalpatterns
withexibility.
Usesarangeofvocabulary,including
lesscommonlexis,efectivelyand
precisely.
Usesawiderangeofsimpleand
complexgrammaticalformswithfull
control,exibilityandsophistication.
Errors,ifpresent,arerelatedtoless
commonwordsandstructures,oroccur
asslips.
6 Performance shares features of Bands 5 and 7.
5 Allcontentisrelevanttothe
task.
Targetreaderisfullyinformed.
Usestheconventionsof
efectivelytoholdthetarget
readersattentionand
communicatestraightforward
andcomplexideas,as
appropriate.
Textiswell-organisedand
coherent,usingavariety
ofcohesivedevicesand
organisationalpatternsto
generallygoodefect.
Usesarangeofvocabulary,including
lesscommonlexis,appropriately.
Usesarangeofsimpleandcomplex
grammaticalformswithcontroland
exibility.
Occasionalerrorsmaybepresentbutdo
notimpedecommunication.
3 Minorirrelevancesand/or
omissionsmaybepresent.
Targetreaderisonthewhole
informed.
toholdthetargetreaders
attentionandcommunicate
straightforwardideas.
Textisgenerallywell-
organisedandcoherent,using
avarietyoflinkingwordsand
cohesivedevices.
Usesarangeofeverydayvocabulary
appropriately,withoccasional
inappropriateuseoflesscommonlexis.
Usesarangeofsimpleandsome
complexgrammaticalformswithagood
degreeofcontrol.
Errorsdonotimpedecommunication.
1 Irrelevancesand
misinterpretationoftaskmay
bepresent.
Targetreaderisminimally
informed.
thecommunicativetaskin
generallyappropriatewaysto
communicatestraightforward
ideas.
Textisconnectedand
coherent,usingbasiclinking
wordsandalimitednumber
ofcohesivedevices.
Useseverydayvocabularygenerally
appropriately,whileoccasionally
overusingcertainlexis.
Usessimplegrammaticalformswitha
gooddegreeofcontrol.
Whileerrorsarenoticeable,meaningcan
stillbedetermined.
0 Contentistotallyirrelevant.
Targetreaderisnotinformed.
Performance below Band 1.
PAPER2:WRITING|GLOSSARYOFTERMS
5. LANGUAGE
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Everyday vocabulary refers to vocabulary that comes up in
common situations of a non-technical nature in the relevant
domain.
Less common lexis refers to vocabulary items that appear less
often in the relevant domain. These items often help to express
ideas more succinctly and precisely.
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that
t the context of the given task. For example, in Im very sensible
to noise, the word sensible is inappropriate as the word should
be sensitive. Another example would be Todays big snow makes
getting around the city difcult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big
and snow are not used together. Heavy snow would be appropriate.
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex items, e.g.
noun clauses, relative and adverb clauses, subordination, passive
forms, innitives, verb patterns, modal forms and tense contrasts.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the
same word because they do not have the resources to use another
term or phrase the same idea in another way. Some words may
unavoidably appear often as a result of being the topic of the task;
that is not covered by the term overuse here.
Errors and slips Errors are systematic mistakes. Slips are mistakes that are non-
systematic, i.e. the candidate has learned the vocabulary item or
grammatical structure, but just happened to make a mistake in this
instance. In a candidates response, where most other examples of
a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Impede
communication
Impede communication means getting in the way of meaning.
Meaning can still be determined indicates that some efort is
required from the reader to determine meaning.
CambridgeESOL
Writingmarkscheme
Glossaryofterms
1. GENERAL
Generally Generally is a qualier meaning not in every way or instance. Thus,
generally appropriately refers to performance that is not as good
as appropriately.
Flexibility Flexible and exibly refer to the ability to adapt whether
language, organisational devices, or task conventions rather than
using the same form over and over, thus evidencing better control
and a wider repertoire of the resource. Flexibility allows a candidate
to better achieve communicative goals.
2. CONTENT
Relevant Relevant means related or relatable to required content points and/
or task requirements.
Target reader The target reader is the hypothetical reader set up in the task, e.g.
acolleague, your client.
Informed The target reader is informed if content points and/or task
requirements are addressed and appropriately developed. Some
content points do not require much development (e.g. state what
is x) while others require it (describe, explain).
3. COMMUNICATIVE ACHIEVEMENT
Conventions
of the
communicative
task
Conventions of the communicative task include such things
as genre, format, register and function. For example, a personal
letter should not be written as a formal report, should be laid out
accordingly, and use the right tone for the communicative purpose.
Holding the
target readers
attention
Holding the target readers attention is used in the positive sense
and refers to the quality of a text that allows a reader to derive
meaning and not be distracted. It does not refer to texts that force
a reader to read closely because they are difcult to follow or make
sense of.
Communicative
purpose
Communicative purpose refers to the communicative
requirements as set out in the task, e.g. make a complaint, suggest
alternatives.
Straightforward
and complex
ideas
Straightforward ideas are those which relate to relatively limited
subject matter, usually concrete in nature, and which require simpler
rhetorical devices to communicate. Complex ideas are those which
are of a more abstract nature, or which cover a wider subject area,
requiring more rhetorical resources to bring together and express.
4. ORGANISATION
Linking words,
cohesive
devices and
organisational
patterns
Linking words are cohesive devices, but are separated here to refer
to higher-frequency vocabulary which provide explicit linkage. They
can range from basic high frequency items (such as and, but) to
basic and phrasal items (such as because, rst of all, nally).
Cohesive devices refers to more sophisticated linking words and
phrases (e.g. moreover, it may appear, as a result), as well
as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on
the right ), ellipsis (e.g. The rst car he owned was a convertible,
the second a family car.), or repetition.
Organisational patterns refers to less-explicit ways of achieving
connection at the between sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism, using
a rhetorical question to set up a new paragraph.
Part1
ScriptA
PAPER2|WRITING|PART1
Dear Robert Woodly
I have been received one letter about Ms Meyer problem from you. As Ms Meyer took the disciplinary
investigation to the outside of ofce. Because she was told to take them which she can work at home. Then
Ms Meyer said that all member of staffs were told.
However, this is against the company policy. Then. Why she was stopped by a security guard at the gate. This
action is Discrimination behaviour. Even it is regulated in Your company policy, but it is inlegall.
I am a lawer representing Ms Sandra Meyer to start to sue Your company inlegall Behavior.
I also want to know about the investigation is in progress. Do they happen unsual or Normall in Your company
procedure.
Yours sincerely
Examinercomments
Subscale Mark Commentary
Content 1 Someoftheinputappearstohavebeenmisunderstoodormisinterpretedandthetargetreaderisonlyminimally
informedaboutthesituation.
Communicative
Achievement
1 Usestheconventionsofthelegallettergenreingenerallyappropriateways,andstraightforwardideasare
communicated.
Organisation 0 Thetextislackingincoherence.Linkingwords(e.g. as, because, also)areused,butthereareinaccuracieswith
punctuationwhichleadtoalackofclarity.Itisoftendifculttodetecttheconnectionbetweentheideas.
Language 0 Therangeofvocabularyisinadequateforthetask.Errorsinwordformationandspellingmakethetextdifcultto
processattimes.Therangeofstructuresislimitedandsimplesentencestructurepredominates.Therearemanybasic
grammaticalerrors,andcommunicationisimpeded.
PAPER2:WRITING|SAMPLESCRIPTSWITHEXAMINERCOMMENTS
Part1
ScriptB
Sir Robert Woodly,
Thank you for your precisions made in your letter about Ms Meyers situation. I wanted to ask you some
questions about certain procedures you use.
First, the company policy does not allow the staff to take condential documents at home. Ms Meyer, in the
contrary, says that the staff is not told about this policy, so everyone is used to doing this.
Then, you say a security guard stopped her at the gate. Is it usual, in your company procedures, to control
your employees when they left? Or did you have already doubts against my client? If it is not so, I may call it
discrimination as it surely is.
Finally, the suspention of an employee without paying him is very unusual. I must understand it is a normal
company procedure, musnt I?
With all thoses problems asking answers, I would like a meeting, if possible tomorrow at your ofce.
Yours sincerely,
Examinercomments
Content 5 Allofthecontentisrelevant,andallthespeciedcontentpointshavebeenaddressed.
Communicative
Achievement
2 Despitetheinappropriatesalutation,thereisanattempttousethelettergenreingenerallyappropriateways.However,
thereareinconsistenciesinregister,withsomelapsesintoinappropriatetone.
Organisation 4 Thetextiswellorganisedandcoherentbutthereisunevenuseoflinkingwordsandcohesivedevices.
Language 2 Thevocabularyrangeisgenerallyappropriatebutoccasionallythewordchoicelacksprecision(e.g. in the contrary,
tocontrol your employees, asking answers).Usesarangeofsimpleandsomecomplexgrammaticalformswith
somedegreeofcontrol.Errorsingrammaroccurinmodalverbs,agreementandwordorder,butthesearemainly
non-impeding.
Examinercomments
Content 5 Allofthecontentisrelevanttothetaskandthetargetreaderwillbefullyinformed.
Communicative
Achievement
5 Theconventionsofthetaskareusedtocommunicatestraightforwardandcomplexideas.Althoughthestyleis
consistentlyformal,thetoneisslightlyaggressiveinplaces,limitingtheresponsetoBand5.
Organisation 5 Theletteriscoherentandorganisationalpatternsandcohesivedevicesareusedtogenerallygoodefect.
Language 5 Agoodrangeofvocabularyisusedappropriately.Complexstructuresareusedwithexibility.Thereareoccasional
errors(e.g. in case your company wont change its approach)butthesedonotimpedecommunication.
Part1
ScriptC
Dear Mr Woodly,
please allow me to make several comments to your letter concerning disciplinary investigation of Ms Sandra
Meyer. As I have understood, Ms Meyer is the subject of investigation following the discovery of condential
documents in her briefcase.
In your letter, you have claimed that such a behaviour is against company policy. I would disagree with that
according to my information, it is a common practice to take documents home in order to work overnight.
Moreover, you are probably not in position to be able to prove that you have communicated such policy to your
employees, are you?
I would like to enquire further about the fact that Ms Meyer was stopped and searched by a security guard. Is
this a common practice, to search employees when they are leaving the premises, or was Ms Meyer chosen for
the reason that she is a woman?
My last point is concerned with Ms Meyers suspension without pay. As you may understand, Ms Meyer is
presumed to be innocent until her very unprobable guilt shall be proven beyond all reasonable doubt in the
court. We shall take immediate action and le for injunction against you in case your company wont change
its approach. I do leave up to you to suggest a time and a place of our prospective meeting.
Kind regards, etc.
Part2
ScriptD
To whom it may concerns
Like you know it I leaving on an extended course of study and are transferring my case load to you. I brief on
the case of my client. It is Hofer supermarket. What is involved is a dispute conserning the quality of fruits
deliveried by term supplier. It is called FruitoTaste. Like you know it Hofer supermarket is biggest supermarket
in our country. He use FruitoTaste for to supplieing fruit since fteen years. But now it is complete disaster.
Oranges, apples, plums, peechs, peers is hard and tastles. Our client talks lots with managers of FruitoTaste
for to asking better quality. Since two years FruitoTaste is promising more softer more tastfull fruits but
is no different. Before six mounths Hofer company ask our lawyer rm for to help. I writed 3 letters to the
manager of FruitoTaste. They are on computer and you can to read them.
What Hofer can to do now? I think
can not to pay invoice to FruitoTaste what might to make them to do better service
can to inform to newspapers and television about bad fruits from FruitoTaste
can to go to tribunal
If Hofer will informs to newspapers and television will be bad image. If Hofer will not to pay invoice will might be
not legal. If
Examinercomments
Content 3 Thenalpoint(thepossibleresultsoflegalaction)isomitted(thecandidateappearsnottohavecompletedthetask).
Theotherpointshavebeenaddressed,soasympathetictargetreaderwillbeonthewholeinformed.
Communicative
Achievement
2 Thereisanattempttousetheconventionsofthememorandumformat,buttheregisterisinconsistentandtheroleof
thereaderisnotalwaysclear.Somestraightforwardideasarecommunicated.
Organisation 2 Basiclinkingwords(if, but)areused,andthereisanattempttousepronouns(includingrelativepronouns),butthisis
notalwayssuccessful.Thereissomeevidenceofparagraphingandbulletpointsareusedappropriately.
Language 1 Everydayvocabularytendstobeusedappropriately,buttherangeislimited.Thesentencestructuresaresimple,but
thereareproblemswhencomplexformsareattempted.However,meaningcanstillbedetermined.
Part2
ScriptE
To: Dieter Hoffmann
From: Pavel Neumann
Subject: Tresco versus Tutti Frutti
Thank you that you are going to control my cases during my extended course of study. I really very apreciate
you do this.
Background
Most important case for me this season is Tresco versus Tutti Frutti. Our client is big supermarket Tresco,
that is multinational company, and HQ is UK. After that Tresco started business in Czech Republic they
always have used Tutti Frutti for fruits supplying, however in last months quality of fruit delivered is not same
as previously. Our client sent much messages (using e-mails, letters, telephone) in try to improve Tutti Fruttis
fruits quality, but not with success. After all Tresco asked our co-operation.
Options available to client
I last week meet with Prague Tresco Assistant Manager in order to considerate options. He showed last
contract with Tutti Frutti, what was signed in 2011. It has clause about continuing cooperation between Tresco
and Tutti Frutti for ve years, unless one party will break contract. Assistant Manager believes Tutti Fruttis
bad quality is breach of contract so contract now is empty. He wants that we sue Tutti Frutti for breach and
ask court damages because of bad quality. That is one option.
Other option is mediation. Tutti Frutti possibly agree with mediation and we negotiate better terms of
contract. Is this cheaper option. Problem is that Assistant Manager wants quick solution and thinks that has
Tresco power to defeat Tutti Frutti.
Possible results of legal action
Tresco is strong in market and has ability to pay us well for work in court. Assistant Manager has lots of
pictures from bad apples and letters from unsatised costumers about bad quality fruits. I think we can show
judge that Tresco has right.
Examinercomments
Content 5 Allofthecontentisrelevanttothetaskandthetargetreaderisfullyinformed.
Communicative
Achievement
4 Theconventionsofthememorandumgenreareusedtoholdthereadersattention,butthecandidatesdifcultieswith
complexstructuresmeanthatcomplexideasarenotalwayscommunicatedefectively.
Organisation 4 Thetextiswellorganisedandcoherent.Sub-headingsandparagraphsareusedefectively.Avarietyoflinkingwords
andcohesivedevicesisused,butnotalwaystogoodefect(e.g. however, After all, problemswithrelativepronounsand
articles).
Language 3 Arangeofrelevanteverydayandlegalvocabularyisusedappropriately,butthereisinappropriateuseofsomeless
commonlexis(e.g. control, considerate, contract now is empty).Arangeofsimpleandsomecomplexgrammaticalformsis
usedwithsomecontrol.ThelexicalmarkforthisresponseseemstotthedescriptorsforBand4,whilethegrammatical
controlwouldprobablybesttBand2.Band3isthustheappropriateLanguagemarkforthisresponse,particularly
sincetheerrorsdonotimpedecommunication.
Examinercomments
Content 5 Allofthematerialisrelevantandwelldeveloped.
Communicative
Achievement
7 Theregisterisconsistentlyappropriatetoaninternalmemorandum,andallcommunicativepurposesarefullled.
Organisation 7 Thememoisanefectivelyandexiblyorganisedcoherentwhole.Thelayouthelpstoconveytheinformationclearly.
Language 7 Thecandidatehasusedawiderangeofvocabularyefectively,includingidioms(e.g. green light),suitablecollocations
(e.g. incurred losses)andlegalexpressions(e.g. enter into a new agreement, to have a good case).Arangeofstructuresand
tensesisusedaccuratelyandwithfullcontrol.Thereareonlyoccasionalminorerrors.
Part2
ScriptF
INTERNAL MEMO
TO: ROBERT SMITH
FROM: MARTIN PETERSSON
RE: SWEDISH SUPERMARKET DISPUTE
Rob,
Thank you for handling the Swedish Supermarket (SSM) dispute while Im away. The facts of the case are
the following.
Client: Swedish Supermarket, the worlds third largest supermarket chain with global operations. Annual
turnover is approx. ?12 billion, hence a very important client.
Dispute: SSM is not satised with the quality of the fruit that one of its biggest suppliers Finnish Fruit
(FF) delivers. According to the Chief Operating ofcer of SSM, they have received shippings of fruit of inferior
quality (in relation to what is set out in the Food Delivery Agreement, or FDA, that the parties entered into in
January 1998) since the beginning of this year.
Case History: SSM has complained about this to FF, but FFs reply is that they simply cannot come up with
fruit of better quality than SSM has received. (SSM has written numerous letters to various departments
of FF, but the answer is always the same.) SSM claims that they have incurred losses of approx. ?20 million
since the beginning of this year due to customer churn, and that they will continue to lose money if they do
not receive fruit of higher quality.
Options: SSM is now considering sueing FF for damages for breach of contract regarding the quality of the
fruit. They are also considering terminating the FDA with FF to enter into a new agreement with Venezuelan
Vegetables instead. I have informed the COO of SSM that SSM appears to have a good case, whereafter he
gave us a green light to start preparing for legal actions. There is a start-up meeting for this scheduled for
next Monday, where I have informed the COO that you will participate from our side.
Thank you for taking care of this, Rob. Dont hesitate to call me if you have any questions.
All the best,
Martin
Paper3
Listening
Generaldescription
PAPERFORMAT Thepapercontainsfourparts.Each
partcontainsarecordedtextortexts
andalisteningtask.
TIMING 40minutes,includingtimeforthe
transferofanswerstotheanswer
sheet.
NO.OFPARTS Therearefourparts.
NO.OFQUESTIONS 30.
TASKTYPES Multiple-choicequestions,sentence
completionandmultiplematching.
TASKFOCUSES Theseincludeunderstandingspecic
information,gist,attitude,opinion,
mainpointsanddetail.
TEXTTYPES Monologues:theseinclude
presentations,lectures,
announcements,briengs,etc.
Interactingspeakers:theseinclude
meetings,discussions,interviews,
consultations,etc.
ANSWERFORMAT Candidatesareadvisedtowritetheir
answersinthespacesprovidedon
thequestionpaper.Thereareve
minutesattheendofthetestto
copytheanswersontoaseparate
answersheet.Candidatesindicate
theiranswersbyshadingabox
orwritingaword,orwords,ona
machine-readableanswersheet.
MARKS Eachcorrectanswerreceivesone
mark.
Structureandtasks
PART1
TASKTYPE
ANDFOCUS
Multiplechoice.
Understandinggist,detail,function,purpose,
topic,attitude,feeling,opinion,inference.
FORMAT Threeshortmonologuesordialoguesof
approximatelyoneminuteeach,notlinked
thematically.Eachextractisheardtwice.
NO.OFQS 6.
PART2
TASKTYPE
ANDFOCUS
Multiplechoice.
Understandinggist,specicinformation,
opinion,andattitude.
FORMAT Aconversationbetweentwoormore
interactingspeakersofapproximatelyfour
minutes,heardtwice.
NO.OFQS 5.
PART3
TASKTYPE
ANDFOCUS
Sentencecompletion.
Followingthemainpointsandretrieving
specicinformationfromthetext.
FORMAT Amonologueofapproximatelyfourminutes,
heardtwice.
NO.OFQS 9.
PART4
TASKTYPE
ANDFOCUS
Multiplematching.
Identifyingspeakersandtopics,interpreting
context,recognisingattitudeandfunction,
gistandmainpoints.
FORMAT Aseriesofvethemedmonologuesof
approximately30secondseach.Thewhole
sequenceisheardtwice.
NO.OFQS 10.
Thefourpartsofthe
Listeningpaper
This part tests the candidates ability to understand gist, detail, function,
purpose, topic, attitude, feeling, opinion and inference.
Aseriesofthreeshortmonologuesordialogues:
eachheardtwice.
Thispartfeaturesthreeunrelatedshortextractswithtwothree-
optionmultiple-choicequestionsoneachtext.Theseextractsmay
beself-containedmonologuesordialogues.Thereisanintroductory
sentencetoeachextractonthequestionpaper,whichgives
informationtocontextualisewhatisheard.Theextractsaresetin
arangeoflegalcontextsandeachquestionfocusesonadiferent
aspectofeachtext.Eachtextisapproximatelyoneminuteinlength
andisheardtwice.
This part tests the candidates ability to understand gist, specic
information, opinion and attitude.
Textwithinteractingspeakers:heardtwice.
Thispartfeaturesdiscussionsandinterviewsof34minutesin
length.Tasksaredesignedtotesttheunderstandingofgist,attitude
andopinionaswellasspecicinformationfromthetext.Thereare
vethree-optionmultiple-choicequestions.Thequestionsfollowthe
orderofinformationpresentedinthetext.
PART3 Sentencecompletion
This part tests the candidates ability to follow the main points of a text
and retrieve specic information.
Informationalmonologue:heardtwice.
Thispartfeaturesaninformationaltextof34minutesinlength.
Tasksinthispartaredesignedtotesttheretrievalofdetailed
informationfromthetext.Candidatesarerequiredtowriteaword,
orwords,inresponsetoawrittenprompt.Insuchtasks,candidates
copythetargetwordsonlyontotheanswersheet.
Thereareninequestions.Thequestionsfollowtheorderof
informationpresentedinthetext,andkeysfocusontheactualwords
heardontherecording.Candidateswhoparaphrasetheinformation
maystillgetthemark,butonlyiftheiranswersarefullymeaningfulin
thecontextofthequestionprompts.Keysgenerallyfocusonconcrete
piecesofinformationorstatedopinionsandaredesignedtobeshort
andtotcomfortablyintothespaceontheanswersheet.Correct
spellingisexpectedatthislevel,althoughsomeminorvariationsmay
beallowed.Careistaken,however,nottofocusonwordsthatcause
unduespellingdifcultiesaskeys,andbothUSandBritishEnglish
spellingsareaccepted.
PART4 Multiplematching
This part tests the candidates ability to identify the gist of a number of
short texts on a theme by identifying speakers, topics, functions, attitude
and opinion.
Seriesofveshortextracts:heardtwice.
Inthispart,candidateslistentovethematically-linkedshort
extracts,eachofwhichhasadiferentspeaker.Thispartofthetest
involvestwotasks,eachconsistingofvequestions,fromwhich
candidateschoosethecorrectoptionfromalistofsix.Thewhole
sequenceisheardtwice.
Recordinginformation
Theinstructionsforeachtaskaregivenonthequestionpaperand
arealsoheardontherecording.Beforeeachtextisheard,candidates
willhavetimetoreadthroughandthinkaboutthequestions.The
lengthofthispreparationtimeisindicatedonthetape.Candidates
shouldusethistimetofamiliarisethemselveswiththetaskandbegin
tomakepredictionsaboutwhattheyarelikelytohear.Avarietyof
voices,stylesofdeliveryandaccentswillbeheardineachlistening
papertoreectthevariouscontextspresentedintherecordings.
Preparation
General
Classroomdiscussionactivitiesinthetargetlanguageprovidean
invaluablesourceoflisteningpractice.
Studentsabilitytounderstandwhattheyhearcanimprove
dramaticallyiftheyareregularlyexposedtoaudiomaterials:the
moreEnglishtheyhear,deliveredatnaturalspeedinavariety
ofvoicesandcontexts,themorecondenttheywillbecomein
extractingkeyinformationandgistmeaning,evenwhentheyare
notabletodecodeeverysinglewordorphrase.Theseskillsare
essentialtolearnersatCambridge English: Legallevel.
AdailylearningprogrammewhichincludesahearingEnglish
componentfromaudiorecordingswillhelppreparestudentsfor
theTestofListening.Studentsshouldbeexposedtovarieties
ofEnglishandtothelanguageofdiferentcontexts,e.g.formal
announcements,lectures,lessformaltalks,informaldiscussions,
interviews,presentations,consultations,socialsituations,etc.
Studentsshouldbeencouragedtodealwithtextsindiferent
waysdependingonthenatureofthelisteningtask.Forexample,
theymightlistentoatextonceforgist,producingasummary
PAPER3:LISTENING
ofthemainideasorattitudesexpressed.Theycouldthenbe
askedtolistentothesametextagain,thistimeretrievingspecic
information.
Makestudentsawareofhowmuchtheythemselvesbringto
alisteningtask.Encouragethemtomakepredictionsabout
listeningtextsfromtheirownexperienceandworldknowledge.
Therubricprovidesinformationaboutthespeaker,topicand
context.Encouragestudentstousethisinformationtohelpthem
tuneintothetextquicklywhentheyhearit.
Remindstudentsthattheyshouldusethepausebeforeeach
recordingtoreadthroughthetaskcarefully,sotheyareprepared
forwhattheyhear.Encouragethemtousethetaskonthe
questionpapertoguidethemthroughthelisteningtextandkeep
theirplaceastheyanswerthequestions.
Remindstudentsthatinlongtexts,thequestionscomeinthe
sameorderastheinformationintherecordingandtherefore
reectthestructureofthetext.Helpthemtoidentifydiscourse
markers,interviewersquestionsandothertextualfeaturesthat
structureatextandareoftenreectedinthelayoutandwording
ofthetaskonthepage.
Remindstudentsthatintheproductivetask(sentence
completioninPart3)theyshouldwriteclearlywhentheycopy
theiranswersontotheanswersheet,usingcapitalletters.Only
lettersshouldbewrittenonthemarksheetforobjectivetasks
(multiplechoiceinPart1andPart2,andmultiplematchingin
Part4).
Encouragestudentstoanswerallthequestions,eveniftheyare
notsuretherearenomarksdeductedforwronganswersand
theyveprobablyunderstoodmorethantheythink.
Bypart
PART1
Remindstudentsthatthereisarangeoftaskfocusinthese
questions,andtheyarenotnecessarilybeingtestedonadetailed
understandingofthetextalone.
Questionsmaybefocusedon,forexample,speakerpurpose,
attitude,opinionoragreementindialogues.Somequestionsmay
focusononespecicpieceoftext,forexampleonespeakers
turn,ormaybefocusedonagistunderstandingofthewholetext.
Studentscanbeencouragedtoconcentrateonthequestion
stems,ratherthantheoptions,intheirpreparationsothatthey
canlistenfortheanswerinthetextandthenmatchthistothe
closestoption.
PART2
ThisisoneofthelongestpartsoftheTestofListening,and
studentsshouldbegivenplentyofexposuretolongerinterviews
anddiscussions.
Studentsneedtofollowthelineofdevelopmentinthesetexts
andrecognisewhentheconversationhasmovedonfromone
particularaspectoftheissuebeingdiscussedtoanother.For
example,onarstlisteninginclass,studentscanlistensimply
forthenumberofissuesdiscussed,whattheyare,andwherethe
naturalbreaksinthedialoguecome,aswellaseachspeakers
generalattitudetowardsthoseissues.
AsinPart1,studentscanbeencouragedtoconcentrateonthe
questionstems,ratherthantheoptionsintheirpreparationso
thattheycanlistenfortheanswerinthetextandthenmatchthis
totheclosestoption.
Thequestionsinthispartwilluselanguagethatparaphrases
andreportsideasfromthetext.Asthetextsoftenfocusonthe
attitudesandopinionsofspeakers,whicharediscussedatlength,
studentsneedtohaveagoodcommandofthemeaninganduse
ofthetypeoflanguageusedtoreporttheseideassuccinctlyin
thequestions.Theywill,forexample,needtounderstandsuch
wordsasreportingverbs(e.g.regrets,admits,recommends,etc.),
adjectivesandadverbsdescribingattitudesandfeelings(e.g.
disappointed,frustrated,unexpected,etc.)andwordsusedto
reportopinions(e.g.insists,suggests,denies,etc.)anddegreesof
certainty(e.g.doubtful,convinced,etc.).
PART3
Remindyourstudentsthatthetaskrubricandthesetof
sentencesonthepageprovidealotofinformationaboutwhat
theyaregoingtohear.Encouragethemtousethepreparation
timewisely.Onewayofdoingthisistogivethempre-listening
tasksintheclassroomthatwillhelpthemtoactivatelikely
vocabularyandotherlanguagefeaturesassociatedwiththetopic
andcontext.Forexample,theycanlookattheinformationin
therubricandtrytovisualisethespeakerandthesituation;to
imaginethekindofinformationthatmightbegiven,andthetype
oflanguagethatmightbeused.
Encouragestudentstoreadthroughthesetofsentencesand
thinkaboutthetypeofinformationthatismissing.Remindthem
thatmostkeyswillfocusonconcretepiecesofinformation(e.g.
nouns,propernames,etc.)andwillgenerallybesinglewords
orveryshortnoungroups(e.g.adjectiveplusnoun),andthat
usuallynomorethanthreewordsarerequired.
Tellstudentsnottotryandwritelonganswersandnottorepeat
informationwhichisalreadyonthepage.Somestudentstryto
paraphrasetheinformationtheyhearratherthanusingtheactual
wordsontherecording.Thisisnotagoodidea.Remindstudents
thatthesetofsentenceswillbeasummaryorparaphraseofthe
informationinthetext,butthatthewordstheywriteinthegaps
shouldbethosetheyhearontherecording.
Inthistask,theword(s)studentswritemustcompletethe
sentencelogicallyandgrammatically.Byusingtheactualwords
ontherecording,studentscancompletethesentenceswithout
worryingtoomuchaboutthegrammar.Theyshould,however,
checkthattheyhaveheardthecorrectformoftheword.For
example,ifstudentsdonothearclearlywhetherawordis
singularorplural,theyshouldchecktherestofthesentenceto
seewhichisrequired.
PART4
Remindstudentsthattheywillhearvediferentspeakers,but
thatthetextswillhaveathematiclink.Inthispartofthetest,the
wholeseriesoftextsisheardonceandthenthewholeseriesis
repeated.
Encouragestudentstothinkaboutthethemeofthetextsandto
thinkaboutthekindsofattitudesandideasthattheyexpectto
hearinconnectionwiththesetopics.
PAPER3:LISTENING
Remindstudentsthattheywillbelisteningforgistmeaning
ratherthandetailinthesetextsso,althoughtheymaynot
understandeveryword,theyshouldbeabletopickoutthe
speakersmainpoint,feeling,attitudeoropinionortoidentify
thespeakerfromwhattheysay.
Thispartofthetestcanappearchallengingtostudents,because
therearetwotasks,soremindthemthatwhiletheylistenthey
mustcompletebothtasks.Studentsneedtopractisethiskind
oftaskanddevelopthecondencetochooseanoptionasthey
listen,eveniftheyarenotabsolutelysureofwhattheyhave
heard.
Reassurestudentsthatwhilsttheyarelistening,theywilloftenbe
understandingmorethantheythink,andwillprobablypickupthe
correctgistfromthetextandthereforechoosethecorrectoption,
eveniftheycantexplainwhyafterwards.
Ifyouwantstudentstodevelopthisskillofgistlistening,it
maynotalwaysbehelpfultogothroughthetextwiththem
afterwards,ascloseanalysisofthelanguageofthetextswillnot
necessarilyhelpthemtodevelopthemostappropriatelistening
strategies.
AsinPart3,asoundknowledgeofthetypeofwordsusedto
reportattitudesandfeelingsinthequestionswillhelpstudentsin
thispart.
PAPER3:LISTENING
PAPER3:LISTENING|SAMPLEPAPER
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER3|LISTENING
PAPER3|LISTENING
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER3|LISTENING
PAPER3|LISTENING
happenedwasthattheirlawyerswereabletoconvince
ajudgethatyourchemicaloperationsarecontraryto
yourzoningstatus.Theyvealsogotsomeevidencethat
chemicalsmaybeleakingontotheirland.Thatshowthey
mettherequirementsnecessarytogetanorder,andtheyve
postedabondtocoveranylossyoumightincur.
Client: SowhendoIgetanysayinthematter?Itseemsridiculous
thattheyrecomplainingaboutthechemicaloperations
whenthelocalauthorityhasnoproblemswithit.Weve
beendoingitforsixyears.
Lawyer: Yes,IknowRobertandwiththelocalauthoritiesonour
side.Iwouldntbeoverlyworried.However,apparentlythe
homeownersdohavesomephotographstosubmitwhich
maywellsupporttheirargument.Ahearingisscheduledfor
nextweektodeterminewhethercauseexiststocontinue
theorderornotpendingafulltrial.Atthehearing,youll
needtotestifyandprovidethetechnicalbackground.
Client: Isee.
Now you will hear the recording again.
(Extract Two repeated)
ExtractThree
F: YournewrecruitcalledmeabouttheThwaitecasetheotherday.
Howsshegettingon?
M: Claudia?Shesnotdoingbadlyactually.Shecertainlykeeps
thepaperworkmovingwhichismorethancanbesaidforher
predecessorImustsay.Imalreadyabletoleavemostroutine
aspectsofcasestoherwithoutfeelingIneedtolookoverher
shouldereverytwominutestomakesureshescopingOK.My
onlyreservationwouldbethatIfeelshesgotalittletooinvolved
inthisThwaitecase;thatshesnotquiteembracedtherms
teamapproachcompletely.Illhavetondawayofbroaching
theissuewithher.Whataboutyourchap,Pedro?
F: Pedrosdoingnetoojustafewroughedges.Igotabit
worriedabouthisinterpretationofoneclientsneedsthough.He
hadntquiterealisedthatsomeoftheworkhewasundertaking,
thoughappropriateenoughinitself,wasrather,timehungryin
waysthatwerentmovingthingsforwardIhadtoexplainthe
costspecics.HetookwhatIsaidverywellandprobablyjust
needstoattendasessiononresearchtechniques,youknow,
somethingontargetingtheanswerablequestions.
(Extract Three repeated)
That is the end of Part 1.
PART2
You will hear part of a consultation between a lawyer and a new client,
Anna Krupa, who is planning to set up her own business. For questions
711, choose the best answer A, B or C.
You will hear the recording twice. You now have 45 seconds to look
at Part 2.
Lawyer: Goodmorning.ImMalcolmTravis.
Tapescript
This is the Cambridge International Legal English Certicate, Listening
Test, Sample Paper.
Look at the Information for Candidates on the front of your question paper.
This paper requires you to listen to a selection of recorded material and
answer the accompanying questions.
There are four parts to the test. You will hear each part twice.
There will be a pause before each part to allow you to look through the
questions, and other pauses to let you think about your answers. At the
end of every pause you will hear this sound.
You should write your answers in the spaces provided on the question
paper. You will have ve minutes at the end to transfer your answers to the
separate answer sheet.
There will now be a pause. You must ask any questions now, as you will
not be allowed to speak during the test.
Now open your question paper and look at Part 1.
PART1
You will hear three diferent extracts. For questions 16, choose the answer
(A, B or C) which ts best according to what you hear. There are two
questions for each extract.
You will hear each extract twice.
ExtractOne
ThesixmonthsIspentinMilanwereamazing.ItwasntjustthatI
waspartofasmallerteam,itwasalsothatIhadtoworkwithother
localrms.IdworkedwiththeItalianofcebefore,duringabanking
deal,butbeingonthespotmeantthatIcouldreallygrasphowthings
workoutthere.Thatexperiencehelpsalotwhenyougethome.I
thinkthatthermssmallerEuropeanofcesarediferentfrom,say,
HongKongorSingaporewhicharemuchmorewhatIwouldbe
usedtobackhomesoitwasagoodchoiceforme.
Ithinksometimesasatraineeitcanbedifculttoseethesignicance
ofsomeoftheworkyoudo.Ittookmeawhiletoappreciatethefact
thatwithouttheroutineelements,transactionssimplycantcomplete
successfully.WorkinginthermsMilanofcewasaneye-openerfor
measitsasmallerouttthanbackhomeandthereslessintheway
ofpracticalsupport,soitmademerealisetheimportanceofgetting
everydetailrightandstillbeingefcientaboutit.Evenasatrainee,
theresaneedtomanageefectivelyanddelegate.
(Extract One repeated)
ExtractTwo
Lawyer: GoodmorningRobert.Thankyouforcoming.Ijustwanted
toupdateyouonwhereweareconcerningyourcase.
Client: Oh,yes,thatwouldbereallyuseful.
Lawyer: Basically,whatshappenedisthatsomeneighbouring
homeownershavebeengrantedaTemporaryRestraining
Order,preventingyourcompanyfromcarryingoutany
furtherchemicaloperationsonyourproperty.What
(Part 2 repeated)
PART3
You hear an announcement at a seminar about a future conference on the
subject of taxation law in South America. For questions 1220, complete
the sentences.
You will hear the recording twice. You now have one minute to look
at Part 3.
Wevegotafewminutesbeforeournextsession,sotheresjusttime
togiveyousomeinformationaboutanupcomingconferenceonthe
topicoftaxincentivesinLatinAmerica.Thetwo-dayconferencewill
beheldinMiami,Floridaonthe17
th
and18
th
ofMarchandisbeing
presentedbythetaxationsectionoftheInternationalBarAssociation.
Delegateswillhavetheopportunitytoupdatetheirlegalknowledge
andmeetleadinginternationaltaxlawyersandindustryexperts.The
conferenceshouldappealtoaccountants,economistsandcorporate
lawyersdealingwithinternationaltaxissuesinLatinAmerica.
Ifyouregisternow,conferencefeescanbeaslittleas$485,even
fornon-IBAmemberswhofallintocertaincategories;forexample
lawyersunderthirty,full-timeacademicsandjudges.Togetthese
reductions,however,youmustregisterbeforethe18
th
ofFebruary.
Afterthat,feesincreaseto$845fornon-membersand$745forIBA
members.Ifyouwishtoattendtheconferencedinner,thereisan
additionalchargeof$120.
Otherwisefeescoverattendanceatallworkingsessions.Thesewill
beinEnglishandEnglish-Spanishinterpretingwillbeprovided.You
willalsoreceive,inadvance,allconferencematerials,includingany
speakerspaperssubmittedbeforethe11
th
ofFebruary,andyoull
beabletogetontotheIBAwebsiteinthesevendayspriortothe
conference.Duringtheconferenceitself,lunches,lightrefreshments
andeveningreceptionsarealsoincludedinthefee.
Akeyfeatureofthisconferenceisthatitwillberunpartlyasa
competitionforselectedyounglawyerswhowilleachpresent
papersonaparticularincentiveordisincentiveinaLatinAmerican
jurisdiction.Thebestspeakeramongstthemwillbepresentedwith
anawardattheClosingReception.Ifyoudliketotakepart,you
needrstofalltobeunderfortyyearsofageandbereadytodoa
15-minutepresentation.Thetopicsofthesixsessionsareasfollows:
Ontherstday,sessionswillfocusontaxincentivesinoiland
miningactivitiesandinthenancialservicessector.Ifnoneofthose
topicsappeals,thenthefollowingdaysprogrammemightholdmore
interestforyou.Thatswhentheemphasiswillbeontaxincentivesin
utilities,inecotourismandintherealestatesector.
Eachspeakerneedstopresentaparticularincentiveordisincentive
inalocalLatinAmericanjurisdictiontogetherwiththereasons
forimplementingit.Theefectivenessoflocaltaxarrangements
forattractingforeigninvestmentshouldalsobeaddressed.Each
presentationwillbefollowedbyapaneldiscussionwhichfurther
investigatestheissuesraised.
Finally,ifyourehopingtoattendtheconferencewhetherasa
speakeroradelegateandyouliveoutsidetheUSA,youmay
needtothinkaboutavisa.Theconferenceorganiserswouldliketo
Anna: Goodmorning.AnnaKrupa.
Lawyer: Pleasedtomeetyou.Firstofall,Ihavetoaskyou,hasthe
rmactedonyourbehalfinanyothermatter?
Anna: Notexactly.Myhusbandwasaclientofyourrmsome
yearsago.Heworksintheinsurancesector,butitwasnt
acommercialmatterhissiblingswerecontestingthe
contentsoftheirparentswillsoitsofnorelevanceto
whatweredealingwithnow.Buthewashappywiththe
rm,sothatswhyImhere.
Lawyer: AndIunderstandyoureinterestedinsettingupyourown
business?
Anna: Thatsright.Itstimetocapitaliseonmyexperienceand
training.Ivebeenlucky;soonaftergraduating,Igotwork
withaninnovativesoftwarecompanyandwasinvolvedin
ahighlysuccessfulproject.ThenIwashead-huntedbya
largercompany,whereIstayedfor12years.Thatwasmy
lastjob.Igotquiteagenerousseverancepackagefrom
them,whichIveputtogooduse.Ivetakentimeoutto
developsomeresearchprojectsofmyown,freefromthe
pressureofhavingtolookforanotherpost.
Lawyer: Whydidyouleavethem,mayIask?
Anna: WellIhadsomeminordiferenceswithmylinemanager.
Youknow,littlethingslikeIwantedtoupgradethemedical
insuranceplanthatwaspartofthesalarypackage,and
theyrefusedtopay.Butalthoughitwasacombination
offactors,themaintriggerwasgettingpassedoverfora
promotion.ThatswhenIdecidedthatIdratherworkfor
myselfsoIquit.Itwasquiteamicable,butImstillalittle
bitteraboutnotgettingthecreditIfeltIdeserved.
Lawyer: Anddoyouhaveacopyoftheemploymentagreement?
ThereasonIaskisbecauseoftentheycontainarestrictive
covenant.
Anna: Idorememberthattherewassomethingthatprevented
mefromtakingtheircustomers,butIdontthinkitsaid
anythingaboutnotcompetingwiththeminamoregeneral
senseyouknowgeographicallocation,condentiality,
thosesortsofthings.Inanycase,ifmemoryservesme
correctly,itwasonlyoperativeforoneyearafterleaving
andthatspassednowbutIllcheckitout.Ivestillgotthe
agreementsomewherewouldyoutakealookatitforme
tomakecertain?
Lawyer: Absolutely,Iwouldneedto.Sowhatareyourprioritiesat
themoment?
Anna: Well,Ivecomeupwithwhatisbasicallyanewkindof
softwarepackageaninventionifyoulike.Ivealready
appliedforapatent,sothatsallinhand,butIneedtobe
thinkingaboutabusinessplanbeforeIapproachthebank
foraloantocoverthestart-upcosts.Youknow,Illhave
toconductlivetrials,thinkaboutbusinesspremises,even
stafeventually.ButIwanttokeepmyoverheadsdown,
soImlookingforwaysofdoingthatwhichallowmeto
maximiseanyinvestmentImake.Couldyouadvisemeon
suchthings?
Lawyer: Indeedwecould.Letstalkaboutthebusinessplanrst.
PAPER3|LISTENING
stress,though,thattheyareunabletoissuealetterinsupportofany
applicationuntiltheyhavereceivedacompletedregistrationform
andthefullfees.
So,ifyoudlikemoreinformationaboutthe[fade]
(Part 3 repeated)
PART4
Now look at the fourth and last part of the test. Part four consists of two
tasks.
You will hear ve short extracts in which various employees of a law rm
called Haddiscoe are talking about working for the company. Look at
Task One. For questions 2125, choose from the list AF the thing that
impressed each speaker about the rm initially. Now look at Task Two. For
questions 2630, choose from the list AF what each speaker regards as
the most valuable experience they have gained whilst with the rm.
You will hear the recording twice. While you listen you must complete both
tasks.
You now have 40 seconds to look at Part 4.
Speaker 1
Idappliedtovariouslawrms,andbeenputofbythevery
traditionalimageyougetfromallthepaperworktheysendyou.
Haddiscoestoodoutasdiferent,theydispensedwithallthat;
justinvitedmeinforafairlylaid-backinterview,whichreally
suitedme.OnceIdsettledin,Irealisednoteverythingwasquite
asexibleandfriendlyastherecruitmentstafhadsuggested.
Butnevermind;Igotthechancetoworkwithpeoplewhoreally
knowtheirstufinfairlyspecialistareasofthelaw.Theycould
bedifcultattimes,anditwasasteeplearningcurveforme,
butbrillianttraininggivingmeafutureasaspecialistinthose
areastoo.
Speaker 2
Idtrainedwithanotherrmwhereworkingconditionswere
excellent,butIwasfairlyambitious,andcouldtellfromthe
interviewthatatHaddiscoeIdbeabletobranchoutintoall
sortsofareasthatinterestedmeforthefutureparticularly
theregulationofnancialmarketsIcouldnthavegotthat
anywhereelsesoearlyoninmycareer.Youcouldntpickand
choose,ofcourse,butIwaslucky,gettingtakenonasassistant
toapartneronamulti-million-dollarnancingdeal.Igottowork
directlywiththenanciers,draftingawholedocumentfrom
scratch.Itwasonlyoneaspectoftheproject,butthatdirect
contactgavemerealinsightsintothatbranchofthelaw.
Speaker 3
Atrst,IwasntsurethatIttedHaddiscoesimage,having
trainedinamoretraditionalrm,butIdideventuallyndIhad
lotsincommonwithmycolleagues.Whatactuallyattractedme
wasthermswillingnesstoexperimentwithdiferentwaysof
working,evenformorejuniorstaf;staggeredhours,theoption
ofworkingathomesometimesitwasallrefreshinglyforward-
looking.Oncethere,themostbenecialthingformepersonally
wasworkingaspartofateamoncomplexinternationalprojects
wherewedliaisecloselywithvariousoverseasofces.It
wouldnthavebeenmychoicebecausenothinginmyprevious
traininghadpreparedmeforthat,butIgraduallyacquiredthe
necessaryexpertise.
Speaker 4
IdreadaverypositivearticleaboutHaddiscoeinthepress,but
itwasonlyattheinterviewthatIsensedhowintenttheywere
onexpansion.Ireckonedthatwouldmeantrainingopportunities,
interestingworkwithhigh-proleclients,etc.,soIdidnteven
applytoanyotherrms.Inactualfact,Ivemostlybeeninvolved
withfairlyroutineworkwithlittleopportunitytobranchout.It
wouldnthavebeenmychoice,butithasmeantthatImtrusted
todomorethingsonmyown.Likewhenthepartnertakesme
alongtomeetingsandthenleavesallthefollow-uptome
draftingthedocuments,preparingforthesigning,etc.Some
colleaguesrecruitedmorerecentlydontreallygetthat.
Speaker 5
FriendsworkingatHaddiscoeseemedquiteenthusiastic,but
colleaguesarenteverything,soIgotholdofacopyoftherms
missionstatement.Itmightnotbethebestwaytochoosean
employer,butIfoundmyselfinsympathywiththeirgeneral
approachandsoapplied.Iwaspleasantlysurprisedbythe
varietyandthescaleofthelitigationprojectsIgotinvolved
in,thoughIhavetobeexible.Buttherealplusformeisthe
chanceIgettopassmyknowledgeandexperienceontonewer
recruits.Devotingtimetotheinductioncoursemeansless
contactwithclients,whichmightmeanlesshigher-levelworkin
thefuture,buttherewardsfaroutweighanydrawbacks.
(Part 4 repeated)
That is the end of Part 4. There will now be a ve-minute pause to allow
you to transfer your answers to the separate answer sheet. Be sure to
follow the numbering of all the questions. The question papers and answer
sheets will then be collected by your supervisor. Ill remind you when there
is one minute left, so that youre sure to nish in time.
You have one more minute left.
That is the end of the test.
PAPER3|LISTENING
PAPER3:LISTENING|ANSWERKEY
Answerkey
Q Part1
1 B
2 C
3 B
4 B
5 A
6 C
Q Part2
7 A
8 C
9 B
10 A
11 C
Q Part3
12 ACCOUNTANTS/
ECONOMISTS
13 FULL-TIMEJUDGES
14 745/SEVENHUNDRED
ANDFORTY-FIVE
(DOLLARS)
15 WEBSITE
16 COMPETITION
17 OIL/MINING
18 REALESTATE
19 (PANEL)DISCUSSION
20 VISA
Q Part4
21 A
22 D
23 E
24 C
25 F
26 F
27 C
28 D
29 E
30 A
EXAM|LEVEL|PAPER SAMPLEPAPER EXAM|LEVEL|PAPER SAMPLEPAPER PAPER3|LISTENING
PAPER3:LISTENING|CANDIDATEANSWERSHEET
Candidateanswersheet
PAPER3|LISTENING
Paper4
Speaking
Structureandtasks
PART1
TASKTYPE
ANDFORMAT
Theinterlocutorleadsadiscussionwiththe
twocandidates.Thecandidatesareaskedto
respondtotheinterlocutorsquestionson
legalstudiesand/orlegalworkexperience
andfurtherquestionsonlaw-relatedtopics.
FOCUS Respondingtoquestionsandexpandingon
responses.
TIMING 2minutes.
PART2
TASKTYPE
ANDFORMAT
Individuallongturnsfollowedbyaquestion
fromthesecondcandidate.
Candidateschooseonetopicfromasetof
two,selectedbytheinterlocutor.Eachtopic
comeswithpromptstobeusedasrequired.
Candidateshaveoneminutetochooseand
preparetheirtopic,thentalkaboutthetopic
foraboutoneminute;thesecondcandidate
respondswithaquestionaboutthetalk,
whichtherstcandidatethenanswers.
FOCUS Sustainingalongturnandmanaging
discoursebygivinginformation,and
expressingandjustifyingopinions.
TIMING 7minutes(includinga1-minute'longturn'
foreachcandidate).
PART3
TASKTYPE
ANDFORMAT
Two-wayconversationbetweenthe
candidates.Theinterlocutordelegatesto
thepairofcandidatesacollaborativetask,
consistingofasharedtaskwithpromptsfor
discussion.
FOCUS Turn-taking(initiatingandresponding
appropriately),negotiating,collaborating,
exchanginginformation,expressing
andjustifyingopinions,agreeingand/
ordisagreeing,suggesting,speculating,
comparingandcontrasting,anddecision-
making.
TIMING 4minutes(includinga3-minutediscussion
betweencandidates).
PART4
TASKTYPE
ANDFORMAT
Discussionontopicsrelatedtothe
collaborativetask.Theinterlocutorleadsa
discussionwiththetwocandidates,basedon
questionsrelatedtothetaskinPart3.
FOCUS Respondingappropriately,developingtopics,
exchanginginformation,expressingand
justifyingopinions,andagreeingand/or
disagreeing.
TIMING 3minutes.
Generaldescription
PAPERFORMAT TheTestofSpeakingcontainsfour
parts.
TIMING 16minutes.
NO.OFPARTS 4.
INTERACTION
PATTERN
Twocandidatesandtwoexaminers.
Oneexamineractsasboth
interlocutorandassessorand
managestheinteractioneitherby
askingquestionsorbyproviding
cuesforcandidates.Theotheracts
asassessoronlyanddoesnotjoinin
theinteraction.
TASKTYPES Shortexchangeswiththe
interlocutor;a1-minutelongturn;
aquestionandanswerexchange
betweencandidates;acollaborative
taskinvolvingthetwocandidates;
athree-waydiscussion.
TASKFOCUSES Exchangingpersonalandfactual
information,expressingandnding
outaboutattitudesandopinions.
MARKS Theinterlocutorgivesasinglemark
basedonaglobalachievement
scale,whiletheassessorapplies
detailedanalyticalscalesandgives
separatemarksforgrammarand
vocabulary,discoursemanagement,
pronunciationandinteractive
communication.
ThefourpartsoftheSpeakingtest
Format
ThepairedformatoftheCambridge English: LegalTestofSpeaking
(twoexaminersandtwocandidates)oferscandidatesthe
opportunitytodemonstrate,inacontrolledbutfriendlyenvironment,
theirabilitytousetheirspokenlanguageskillsefectivelyinarange
ofcontexts.Thetestlasts16minutes.Oneexaminer,theinterlocutor,
conductsthetestandgivesaglobalassessmentmarkforeach
candidatesperformance.Theother,theassessor,doesnottakeany
partintheinteractionbutfocusessolelyonlisteningto,andmaking
anassessmentof,thecandidatesoralprociency.
AttheendoftheTestofSpeaking,candidatesarethanked
forattending,butaregivennoindicationoftheleveloftheir
achievement.
Thestandardformatistwoexaminersandtwocandidates,and,
whereverpossible,thiswillbetheformwhichtheTestofSpeaking
willtake.Incaseswherethereisanunevennumberofcandidatesat
acentre,thelasttestofthesessionwillbetakenbythreecandidates
togetherinsteadoftwo.Thetestformat,testmaterialsandprocedure
willremainunchangedbutthetimingwillbelonger:23minutes
insteadof16.
TheTestofSpeakingconsistsoffourparts,eachofwhichisassessed.
Eachpartofthetestfocusesonadiferenttypeofinteraction:
betweentheinterlocutorandeachcandidate,betweenthetwo
candidates,andamongallthree.Thepatternsofdiscoursevary
withineachpartofthetest.
PART1 Interview
This part tests the candidates ability to respond to questions and expand
on responses.
Sample task and assessment criteria: pages 49 and
5355.
Thispartofthetestgivescandidatestheopportunitytoshowtheir
abilitytorespondtoquestionsandexpandontheirresponses,talking
abouttheirlegalstudiesand/orlegalworkexperience.
Inthispartofthetest,theinterlocutoraskscandidatesforsome
informationaboutthemselves.Theinterlocutorthenasksthe
candidatestoofertheiropiniononcertainlaw-relatedtopics.
PART2 Longturn
This part tests the candidates ability to sustain a long turn.
5355.
Inthispartofthetest,candidatesaregiventheopportunitytospeak
foroneminutewithoutinterruption.Eachcandidateisgivenachoice
oftwolaw-relatedtopicsandaskedtotalkforoneminuteaboutthe
chosentopic.Candidatesaregivenoneminutetochooseandprepare
theirtopic.Candidatesmaybeaskedtogiveinformationand/or
expressandjustifyopinions.Topicsarediferentforeachcandidate
andtherearethreepromptstohelpthecandidates.
Candidatescanshowtheirabilitytomanagediscourseandexpress
themselvescoherentlyusingappropriatelanguage.Candidates
shouldpayattentionwhiletheirpartnerisspeaking,astheyareasked
torespondwithaquestionaftertheirpartnerhasspoken.Candidates
shouldbemadeaware,however,thattheyshouldnotspeakduring
theirpartnerslongturn.
PART3 Collaborativetask
This part tests the candidates ability to collaborate and negotiate through
initiating and responding in an appropriate way.
5355.
Thecandidatesaregivenoralandwritteninstructionstoformthe
basisforataskwhichtheydiscusstogether.Candidatesareexpected
toworktowardsanegotiatedcompletionofthetaskandareassessed
ontheirabilitytonegotiateandcollaboratewitheachotherwhile
doingthis.
Thetaskgivescandidatestheopportunitytoshowtheirrangeof
languageandtheirabilitytoinvitetheopinionsandideasoftheir
partner.Thereisnorightorwronganswertothetaskandcandidates
canagreetodifer.
PART4 Discussion
This part tests the candidates ability to engage in a discussion based on
the topics or issues raised in the collaborative task in Part 3.
5355.
Inthispartofthetest,theinterlocutordirectstheinteractionby
askingquestionswhichencouragethecandidatestorespond
appropriatelyandtodevelopthetopicsorissuesintroducedinPart3.
Thispartofthetestgivescandidatesanopportunitytoshowthat
theyarecapableofdiscussingtopicsandcertainissuesinmore
depth.
PAPER4:SPEAKING
Preparation
General
Studentsshouldbeawarethattheyarenotbeingassessedon
theirideasortheirknowledgeofthelawbutthattheydoneedto
contributefullyinallpartsofthetestinorderforanassessment
oftheirlanguageabilitytobemade.
Itisessentialthatstudentsareabletoparticipateinpairand
groupactivitiesefectively,showingsensitivitytoturn-taking
andrespondingappropriatelytotheirpartners.Pairandgroup
activitiesshould,therefore,bearegularfeatureofclassroom
learning.
Studentsshouldbegivenextensivepracticeinlisteningcarefully
toinstructionsandrememberingwhattheyareaskedtodo.
Studentsshouldknowexactlywhattoexpectineachpartofthe
testandtheyshouldbeequippedwiththerightkindoflanguage
foreachpart,e.g.givingpersonalinformation,exchanging
information/opinions,givingreasons,speculating,agreeingand
disagreeingpolitely,justifyingandnegotiating.
Studentsshouldbeencouragedtospeakclearlysothattheycan
beheardandunderstood,andparaphraseefectivelywhenthey
donotknoworcannotrememberaword.Studentsshouldbe
madeawarethatdiferentvarietiesofstandardEnglishaccentsin
theUKandelsewhereintheworldareacceptable.
ItisusefultogivestudentsamockTestofSpeakingbeforethe
examinationsothattheyhaveanideaofhowlongeachpartof
thetestwillbe,andhowtheycanmaximisethetimeavailableto
showtheexaminerswhattheycando.
Studentsshouldbeawarethatiftheyareuncertainaboutwhat
theyhavetodo,theycanaskfortheinstructionstoberepeated,
buttodothistoooftenwillleavethemlesstimetoconcentrate
onthetaskitself.
Studentsshouldbeadvisednottowaittoolongbeforetheybegin
tospeak.Ashortpausetogathertheirthoughtsisacceptable,
butanythinglongerthanthiswillgivethemlesstimetoproduce
asampleoflanguage.
Studentsshouldrealisethatproducingaone-wordanswerwill
notgivethemtheopportunitytoshowtheirrangeoflanguage,
etc.sotheyshouldexpandontheiranswersandresponses
whereverpossible.
N.B. In some centres, candidates from the same school are paired together.
However, where candidates from a number of diferent educational
establishments are entered at the same centre, some candidates may
nd that they are paired with a candidate from another establishment.
Students should check with the centre through which they are entering for
the local procedure.
Bypart
PART1
Studentsshouldbemadeawarethattheyareexpectedto
reactnaturallytotheinterlocutorsquestionsandnotrehearse
speechesforthispartofthetest.Itisimportanttodemonstrate
inclasswhatisrequiredinthispartofthetest.
Trainstudentstothinkontheirfeetandansweraquestion
quicklyeveniftheyhaveneverthoughtaboutthatparticular
subjectbefore.Forexample:
Interlocutor: Whatkindofqualitiesdoyouthinkagood
lawyerneeds?
Candidate1: OherIveneverreallygiventhatmuch
thought.
Candidate1: Well,Ithinkalawyershouldbecondent,
withagoodknowledgeofthelaw,butalso
approachableandgoodatcommunicatingwith
people.
EncouragestudentstopractisePart1ingroupsofthree.
Onestudentcouldbetheinterlocutorandtheothertwothe
candidates,andtheycouldthenchangeroles.Materialsfrom
samplepaperscanbeusedforthisactivity.
Advisestudentstotrytouseavarietyoftenses,language
andstructuresinthispartofthetest.Thiswillcreateagood
impressionandgivethemcondencetotackletheotherpartsof
thetest.
PART2
Givestudentspracticeintalkingforoneminuteonasetlaw-
relatedsubjectwhichtheyhavepreparedbriey,orinholding
theoorinaclassroomsituationsothattheycanorganisetheir
thoughtsandideasquicklyduringthislongturn.
Tellstudentsnottowasteprecioustimebyreadingoutthetopic
and/orprompts,asthisisnotnecessary.Tellstudentssimplyto
starttalkingabouttheirchosentopic.
Makesurestudentsareawarethatthepromptsaretheretohelp
thecandidates,buttheydonothavetouseallofthem.
Tellstudentsnottoadoptclosuretechniquessuchas,Thatsit!
Ivenished!Theyshouldkeeptalkinguntiltheinterlocutorsays,
Thankyou.Inthisway,theywillmaximisethetimeavailablefor
their1-minutelongturn.
Buildupabankoftopicswhichyoucanuseforpracticeinthe
classroom.Encouragestudentstotalkaboutthetopicswithout
givingthemspecicprompts.Thiswillhelpthemtothinkabout
thetopicsinmoredepth,andtrainthemtothinkofsomethingto
sayiftheyrunoutofideasduringtheexaminationitself.
Makesurethatstudentshaveplentyofpracticeinorganising
theirideascoherently.Usefulphrasestolinkideaswillhelpthem.
Theycanbuilduptheirownlistsofsuitablephrasesthroughout
thecourse,thusensuringthattheyhavearangeoflanguageand
structurestodrawuponwhennecessary.
PART3
Encouragestudentstomakeuseofconversationllers,e.g.
Well,now,letmesee,whichtheycancallupon(sparingly)
togivethemselvestimetothink,andtomakeuseofstrategies
PAPER4:SPEAKING
Studentsmaybelosingtheirconcentrationbythisstagein
thetest.Itisimportantthattheyaregivenpracticesessions
of16minutessothattheyknowexactlywhatitisliketodoa
Speakingtestforthislengthoftime.Theimpressiontheymake
attheendofthetestisequallyasimportantastheonetheyhave
madethroughouttherestofthetest.Regularparticipationina
completepracticeSpeakingtestwilltrainstudentstomaintain
theirlevelofconcentrationastheendofthetestapproaches.
whichinvitetheirpartnertocontributetothediscussion,e.g.
Wouldyouagree?
Warnstudentsnottoreachconclusionsintherstminuteor
soofthetestastheymayleavethemselveswithnothingtotalk
aboutfortheremainderofthetime.Trainthemtodiscusseach
aspectofthetaskindetailbeforereachingadecision.Students
needstrategiesformakingthemostofthethreeminutesoftime
available.
Doingtimedtasksinclasswillhelpstudentsmakethebestuseof
thethreeminutesavailableforPart3.
Studentsshouldbeencouragedtoreacttoasgreatavariety
oftopicsaspossibleandexpressideasandopinionsoftheir
own.Simplyagreeingordisagreeingwith,orechoingwhattheir
partnerhassaid,willnotenablethemtoshowwhattheycan
do.Theyshouldalwaysexpandonwhattheysay,e.g.insteadof
saying,Yes,Iagree,abetterresponsemightbe,Yes,Icertainly
doagreethatthisisaveryseriousproblem,butisitonewecould
dosomethingabout?
ConductmockPart3practicebygivingeachstudentadiferent
rolecard,e.g.StudentAcouldconstantlyinterruptStudentB,
orStudentBcouldbeinstructedtosayalmostnothingatall,or
giveone-wordresponses,thusforcingStudentAtokeeptalking,
orbeconstantlyinvitingtheirpartnertospeak.Thiswillprovide
invaluabletraininginsensitivitytoturn-takingandinmanaging
anddevelopinginteraction.
PART4
Encouragestudentstotalkabouttopicallaw-relatedissues
andissuesofgeneralinteresttothelegalworldandexpress
anopinionaboutthemsothattheycanparticipatefullyinthe
lastpartofthetest.Candidatesareaskedquestionsbythe
interlocutorandtheyareexpectedtodevelopthediscussion,
ratherthansimplygiveone-wordanswers.
Tellstudentsthattheyarenotbeingassessedontheirideas
ortheirknowledgeofthelaw,butexaminerscanonlyassess
candidatesonthelanguagetheyproduce,andthosecandidates
whofailtomakeacontributionwillnotdowell.Readingan
EnglishnewspaperorEnglishlanguagelawjournals,orlistening
toorwatchingtheinternationalnewsonaregularbasiswillhelp
givecandidatesideastheymaybeabletouseinPart4ofthetest.
Setuparegulardebatingsessioninclass.StudentsAandBcould
begivenashorttimetoargueeitherfororagainstalaw-related
issue.Theothermembersoftheclasscouldthenbeinvitedto
expresstheirownideas.Thiswillencouragestudentstohave
thecondencetoexpresstheirideasinpublic,andcommenton
issuestheymayneverhavethoughtaboutbefore.
AfterdoingaPart3task,askstudentswhatkindsofquestions
theythinktheymaybeaskedinPart4.Ingroups,theycould
producethreeorfourandthencomparethemwiththose
producedbyotherstudents.Thiswillhelpthemtobeprepared
forwhattheymightbeaskedinthispartofthetest.
Atthisstageofthetest,theworstthingthatcanhappenisa
longsilence.Trainstudentstoreactalmostimmediatelytowhat
theyareaskedtotalkaboutortogivethemselvesalittletime
bythinkingaloud,orifnecessary,relatingsomethingtotheir
ownexperience,e.g.Well,thatissomethingIveneveractually
thoughtaboutbut,onreection,Iwouldsaythat.
PAPER4:SPEAKING
PAPER4:SPEAKING|SAMPLEPAPER
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER4|SPEAKING
PAPER4|SPEAKING
EXAM|LEVEL|PAPER SAMPLEPAPER PAPER4|SPEAKING
PAPER4|SPEAKING
PAPER4:SPEAKING|ASSESSMENT
AssessmentofSpeaking
Examinersandmarking
ThequalityassuranceofSpeakingExaminers(SEs)ismanaged
byTeamLeaders(TLs).TLsensureallexaminerssuccessfully
completeexaminertrainingandregularcerticationofprocedure
andassessmentbeforetheyexamine.TLsareinturnresponsible
toaProfessionalSupportLeader(PSL)whoistheprofessional
representativeofCambridgeESOLfortheSpeakingtestsinagiven
countryorregion.
Annualexaminercerticationinvolvesattendanceataface-to-face
meetingtofocusonanddiscussassessmentandprocedure,followed
bythemarkingofsampleSpeakingtestsinanonlineenvironment.
Examinersmustcompletestandardisationofassessmentforall
relevantlevelseachyearandareregularlymonitoredduringlive
testingsessions.
Assessmentscales
Throughoutthetest,candidatesareassessedontheirownindividual
performanceandnotinrelationtoeachother.Theyareawarded
marksbytwoexaminers:theassessorandtheinterlocutor.The
assessorawardsmarksbyapplyingperformancedescriptorsfromthe
analyticalassessmentscalesforthefollowingcriteria:
GrammarandVocabulary
DiscourseManagement
Pronunciation
InteractiveCommunication
Theinterlocutorawardsamarkforglobalachievementusingthe
globalachievementscale.
AssessmentforCambridge English: Legalisbasedonperformance
acrossallpartsofthetest,andisachievedbyapplyingtherelevant
descriptorsintheassessmentscales.Theassessmentscalesfor
Cambridge English: Legal(shownonpage54)areextractedfromthe
overallSpeakingscalesonpage55.
Cambridge English: LegalSpeakingExaminersuseamoredetailedversionofthefollowingassessmentscales,extractedfromtheoverall
Speakingscalesonpage55:
B2/C1 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
6 Maintainscontrolofarangeof
simpleandcomplexgrammatical
forms.
Usesarangeofappropriate
vocabularytogiveandexchange
viewsonawiderangeoftopics.
Producesextendedstretchesof
languagewithverylittlehesitation
andgenerallywithease.
Contributionsarerelevant,well
organisedandconsistently
coherent.
Usesarangeofcohesivedevices
anddiscoursemarkersefectively.
Isintelligible.
Phonologicalfeaturesare
generallyusedefectivelyto
conveyandenhancemeaning.
Initiatesandresponds
appropriately,often
interactingwitheaseand
linkingcontributionsto
thoseofotherspeakers.
Maintains,developsand
oftenwidensthescope
oftheinteractionand
negotiatestowardsan
outcome.
5 Showsagooddegreeofcontrol
ofarangeofsimpleandsome
complexgrammaticalforms.
viewsonarangeoftopics.
Producesextendedstretches
oflanguagewithverylittle
hesitation.
Contributionsarerelevantand
thereisaclearorganisationof
ideas.
Usesarangeofcohesivedevices
anddiscoursemarkers.
Isintelligible.
Intonationisappropriate.
Sentenceandwordstressis
accuratelyplaced.
Individualsoundsarearticulated
clearly.
appropriately,linking
contributionstothoseof
otherspeakers.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcome.
3 Showsagooddegreeofcontrol
ofsimplegrammaticalforms,
andattemptssomecomplex
grammaticalforms.
viewsonfamiliartopics.
Producesextendedstretchesof
language,despitesomehesitation.
Contributionsarerelevantand
thereisverylittlerepetition.
Usesarangeofcohesivedevices.
Isintelligible.
Intonationisgenerally
appropriate.
Sentenceandwordstressis
generallyaccuratelyplaced.
Individualsoundsaregenerally
articulatedclearly.
appropriately.
Maintainsanddevelopsthe
interactionandnegotiates
towardsanoutcomewith
verylittlesupport.
1 Showsagooddegreeofcontrolof
simplegrammaticalforms.
Usessomeappropriate
vocabularywhentalkingabout
familiartopics.
Producesresponseswhichare
extendedbeyondshortphrases,
despitehesitation.
Contributionsaremostlyrelevant,
despitesomerepetition.
Usesbasiccohesivedevices.
Ismostlyintelligible.
Hassomecontrolofphonological
featuresatbothutteranceand
wordlevels.
appropriately.
Keepstheinteractiongoing
withverylittleprompting
andsupport.
0 Performance below Band 1.
B2/C1 Global Achievement
6 Handles communication on a wide range of topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
produce discourse that is coherent and generally easy to follow.
5 Handles communication on a range of topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
produce discourse that is generally coherent.
3 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack
coherence, and some inaccuracies and inappropriate usage occur.
1 Handles communication on familiar topics, despite hesitation.
Constructs longer utterances but is not able to use complex language except
in well-rehearsed utterances.
0 Performance below Band 1.
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.

M
a
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s
.

I
s
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e
.

P
h
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.

I
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n
.

W
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d
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t
c
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m
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.
C
2

M
a
i
n
t
a
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n
s
c
o
n
t
r
o
l
o
f
w
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s
.

U
s
e
s
w
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s
.

P
r
o
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t
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o
n
.

C
o
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s
a
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d
.

U
s
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I
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.

I
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S
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I
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d
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.

I
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l
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.

W
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t
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m
e
.
C
1

S
h
o
w
s
g
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o
d
d
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g
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o
f
c
o
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m
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m
s
.

U
s
e
s
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p
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d
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d
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n
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c
s
.

P
r
o
d
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d
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d
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t
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e
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t
a
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o
n
.

C
o
n
t
r
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s
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.

U
s
e
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d
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d
d
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m
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s
.

I
s
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l
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.

I
n
t
o
n
a
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.

S
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d
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d
.

I
n
d
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v
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a
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d
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a
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a
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d
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.

I
n
i
t
i
a
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s
a
n
d
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p
o
n
d
s
a
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p
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l
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k
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s
.

M
a
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a
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a
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d
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.
G
r
a
m
m
a
r

a
n
d

V
o
c
a
b
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l
a
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y
B
2

S
h
o
w
s
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d
d
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m
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s
.

U
s
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s
a
p
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p
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c
a
b
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o
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.

P
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d
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.

C
o
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n
s
a
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.

U
s
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d
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s
.

I
s
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t
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l
l
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i
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l
e
.

I
n
t
o
n
a
t
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n
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s
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a
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l
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a
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p
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a
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e
.

S
e
n
t
e
n
c
e
a
n
d
w
o
r
d
s
t
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s
s
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a
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a
c
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a
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d
.

I
n
d
i
v
i
d
u
a
l
s
o
u
n
d
s
a
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g
e
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r
a
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a
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c
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d
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l
e
a
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l
y
.

I
n
i
t
i
a
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s
a
n
d
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s
p
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n
d
s
a
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p
r
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a
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l
y
.

M
a
i
n
t
a
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n
s
a
n
d
d
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v
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l
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p
s
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w
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v
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l
i
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l
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s
u
p
p
o
r
t
.
B
1

S
h
o
w
s
g
o
o
d
d
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g
r
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o
f
c
o
n
t
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m
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s
.

U
s
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s
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p
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.

P
r
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n
.

C
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s
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m
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l
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n
.

U
s
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s
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s
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s
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d
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v
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s
.

I
s
m
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s
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l
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e
l
l
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g
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b
l
e
,
a
n
d
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a
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d
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d
l
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s
.

I
n
i
t
i
a
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s
a
n
d
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s
p
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d
s
a
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.

K
e
e
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s
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r
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t
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n
g
o
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w
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m
p
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g
a
n
d
s
u
p
p
o
r
t
.
A
2

S
h
o
w
s
s
u
f
c
i
e
n
t
c
o
n
t
r
o
l
o
f
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m
p
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g
r
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m
m
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s
.

U
s
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s
a
p
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p
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a
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a
b
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l
a
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k
a
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d
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s
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u
a
t
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o
n
s
.

I
s
m
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s
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y
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t
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l
l
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g
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b
l
e
,
d
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s
p
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t
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r
e
s
.

M
a
i
n
t
a
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n
s
s
i
m
p
l
e
e
x
c
h
a
n
g
e
s
,
d
e
s
p
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t
e
s
o
m
e
d
i
f
c
u
l
t
y
.

R
e
q
u
i
r
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s
p
r
o
m
p
t
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PAPER4:SPEAKING|GLOSSARYOFTERMS
3. DISCOURSE MANAGEMENT
Coherence and
cohesion
Coherence and cohesion are difcult to separate in discourse.
Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers
to a stretch of speech which is unied and structurally organised.
Coherence and cohesion can be achieved in a variety of ways,
including with the use of cohesive devices, related vocabulary,
grammar and discourse markers.
Cohesive devices: words or phrases which indicate relationships
between utterances, e.g. addition (and, in addition, moreover);
consequence (so, therefore, as a result); order of information (rst,
second, next, nally).
At higher levels, candidates should be able to provide cohesion not
just with basic cohesive devices (e.g. and, but, or, then, nally) but
also with more sophisticated devices (e.g. therefore, moreover, as a
result, in addition, however, on the other hand).
Related vocabulary: the use of several items from the same lexical
set, e.g. train, station, platform, carriage; or study, learn, revise.
Grammatical devices: essentially the use of reference pronouns
(e.g. it, this, one) and articles (e.g. There are two women in the
picture. The one on the right ).
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.
Extent/extended
stretches of
language
Extent/extended stretches of language: the amount of language
produced by a candidate which should be appropriate to the task.
Long turn tasks require longer stretches of language, whereas tasks
which involve discussion or answering questions could require
shorter and extended responses.
Relevance Relevance: a contribution that is related to the task and not about
something completely diferent.
Repetition Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.
4. PRONUNCIATION
Intelligible Intelligible: a contribution which can generally be understood
by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Phonological
features
Phonological features include the pronunciation of individual
sounds, word and sentence stress and intonation.
Individual sounds are:
Pronounced vowels, e.g. the // in cat or the // in bed
Diphthongs, when two vowels are rolled together to produce one
sound, e.g. the // in host or the // in hate
Consonants, e.g. the // in cut or the // in sh.
Stress: the emphasis laid on a syllable or word. Words of two or
more syllables have one syllable which stands out from the rest
because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
between words, e.g. proTEST vs PROtest. In sentences, stress
can be used to indicate important meaning, e.g. WHY is that one
important? versus Why is THAT one important?
Intonation: The way the voice rises and falls, e.g. to convey the
speakers mood, to support meaning or to indicate new information.
CambridgeESOL
Speakingassessment
Glossaryofterms
1. GENERAL
Conveying basic
meaning
Conveying basic meaning: the ability of candidates to get their
message across to their listeners, despite possible inaccuracies in
the structure and/or delivery of the message.
Situations and
topics
Everyday situations: situations that candidates come across in
their everyday lives, e.g. having a meal, asking for information,
shopping, going out with friends or family, travelling to school or
work, taking part in leisure activities.
Familiar topics: topics about which candidates can be expected to
have some knowledge or personal experience.
Unfamiliar topics: topics which candidates would not be expected
to have much personal experience of.
Abstract topics: topics which include ideas rather than concrete
situations or events.
Utterance Utterance: people generally write in sentences and they speak in
utterances. An utterance may be as short as a word or phrase, or a
longer stretch of language.
2. GRAMMAR AND VOCABULARY
Appropriacy of
vocabulary
Appropriacy of vocabulary: the use of words and phrases that t
the context of the given task. For example, in the utterance Im very
sensible to noise, the word sensible is inappropriate as the word
should be sensitive. Another example would be Todays big snow
makes getting around the city difcult. The phrase getting around
is well suited to this situation. However, big snow is inappropriate
as big and snow are not used together. Heavy snow would be
appropriate.
Flexibility Flexibility: the ability of candidates to adapt the language they
use in order to give emphasis, to diferentiate according to the
context, and to eliminate ambiguity. Examples of this would be
reformulating and paraphrasing ideas.
Grammatical
control
Grammatical control: the ability to consistently use grammar
accurately and appropriately to convey intended meaning.
Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent
use of one form in terms of structure or meaning, the production of
one part of a complex form incorrectly or the use of some complex
forms correctly and some incorrectly.
Spoken language often involves false starts, incomplete utterances,
ellipsis and reformulation. Where communication is achieved, such
features are not penalised.
Grammatical
forms
Simple grammatical forms: words, phrases, basic tenses and
simple clauses.
Complex grammatical forms: longer and more complex
utterances, e.g. noun clauses, relative and adverb clauses,
subordination, passive forms, innitives, verb patterns, modal forms
and tense contrasts.
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
of a greater variety of words, xed phrases, collocations and
grammatical forms.
PAPER4:SPEAKING|GLOSSARYOFTERMS
5. INTERACTIVE COMMUNICATION
Development of
the interaction
Development of the interaction: actively developing the
conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic
(e.g. What about bringing a camera for the holiday? or Whys that?).
Initiating and
Responding
Initiating: starting a new turn by introducing a new idea or a new
development of the current topic.
Responding: replying or reacting to what the other candidate or the
interlocutor has said.
Prompting and
Supporting
Prompting: instances when the interlocutor repeats, or uses a
backup prompt or gesture in order to get the candidate to respond
or make a further contribution.
Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.
Turn and Simple
exchange
Turn: everything a person says before someone else speaks.
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question
answer, suggestionagreement.
GLOSSARYOFTESTINGTERMS
Options the individual words in the set of possible answers for a multiple-
choice item.
Paraphrase to give the meaning of something using diferent words.
Phrasal Verb a verb which takes on a new meaning when followed by a certain
preposition or adverb (e.g. get away, take up).
Pretesting a stage in the development of test materials at which items are tried
out with representative samples from the target population in order
to determine their difculty.
Productive Task a task which provides candidates with a stimulus to which the
response is a piece of written or spoken language. As well as the
Writing and Speaking tasks, the productive tasks are found in the
Cambridge English: Legal Test of Reading, Part 2 and Part 3, and Test
of Listening, Part 3.
Register the tone of a piece of writing. The register should be appropriate for
the task and target reader, e.g. a letter of application is written in
formal register.
Rubrics the instructions to an examination question which tell the candidate
what to do when answering the question.
Target Reader the intended recipient of a piece of writing. It is important to ensure
that the efect of a written task on a target reader is a positive one.
Task Fullment completing all elements of a Cambridge English: Legal Test of
Writing task using a range of appropriate and accurate language.
Transactional
Letter
a letter written in response to a request for action or to initiate
action, i.e. the letter will trigger some outcome or result, usually
in the form of further communication. A letter of complaint is
transactional, a letter giving advice is not.
Trialling a stage in the development of test materials at which tasks for
the Speaking papers are tried out with representative samples of
students to determine their suitability as test materials and whether
they work as expected.
Acronyms
ALTE The Association of Language Testers in Europe.
CEFR Common European Framework of Reference.
EFL English as a Foreign Language.
ESOL English for Speakers of Other Languages.
UCLES University of Cambridge Local Examinations Syndicate.
Glossaryoftestingterms
Anchor Test a test with known measurement characteristics, which is
administered in association with another test. Performance on the
anchor test provides information about the other test and about the
candidates who have taken both of them.
Assessor the Test of Speaking examiner who assigns a score to a candidates
performance, using subjective judgement to do so.
Base Word the word at the end of each line in the Cambridge English: Legal
Test of Reading Part 3, which is the basis for the word that has to
be formed.
Closure
Techniques
techniques used to draw a conversation to a close, e.g. Thats all.
Cloze Test a type of gap-lling task in which whole words have been removed
from a text and which candidates must replace. In an open cloze
candidates supply the missing words. In a multiple-choice cloze
candidates choose the missing word from a set of options.
Coherence language which is coherent is well planned and clear, and all the
parts or ideas t well so that they form a united whole.
Collaborative
Task
the opportunity in Part 3 of the Test of Speaking for the candidates
to engage in a discussion and work together towards a negotiated
outcome of the task set.
Content Points the points contained in the notes on the text in the Cambridge
English: Legal Test of Writing Part 1 compulsory question, which
must be included in the candidates letter.
Conversational
Fillers
a word or sound lling a pause in an utterance or conversation, e.g.
er, you know.
Disclosure written or spoken communication.
Distractor each incorrect option in a multiple-choice item.
Gap-Filling Item any type of item which requires the candidate to insert some
written material letters, numbers, single words, phrases,
sentences or paragraphs into spaces in the text. The response may
be supplied by the candidate or selected from a set of options.
Gist the central theme or meaning of the text.
Impeding Error an error which prevents the reader or listener from understanding
the word or phrase.
Input Material the text and notes which candidates have to base their answers on
in the Cambridge English: Legal Test of Writing Part 1 question.
Interlocutor the Test of Speaking examiner who conducts the test and makes a
global assessment of each candidates performance.
Key the correct answer to an item.
Long Turn the opportunity in Part 2 of the Test of Speaking for a candidate to
talk uninterrupted for a period of time, enabling them to produce an
extended piece of discourse.
Lozenge the space on the mark sheet which candidates must ll in to
indicate their answer to a multiple-choice question.
Multiple Choice a task where candidates are given a set of several possible answers
of which only one is correct.
Multiple-
Matching Task
a task in which a number of questions or sentence completion
items, generally based on a reading text, are set. The responses are
provided in the form of a bank of words or phrases.
Neutral Style a writing style with no specic features of formality or informality.
Objective Test a test which can be scored by applying a mark scheme, without the
need to bring expert opinion or subjective judgement to the task.
Opening
and Closing
Formulae
the expressions, either formal or informal, that are usually used to
open and close letters, e.g. Dear Maria With best wishes from ,
or Dear Mr Dakari Yours sincerely .
University of Cambridge
ESOL Examinations
1 Hills Road
Cambridge
CB1 2EU
United Kingdom
Tel: +44 1223 553997
www.CambridgeESOL.org
Cambridge English: Legal, also known as International Legal
English Certificate (ILEC), is at Levels B2 C1 of the Common
European Framework of Reference for Languages (CEFR)
published by the Council of Europe.
Cambridge English: Legal has been accredited by Ofqual,
the statutory regulatory authority for external qualifications
in England, and its counterparts in Wales and Northern Ireland;
for more information, see www.ofqual.gov.uk
UCLES 2013 | CE/1038/3Y01
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