22588 Handbook for Teachers

8/14/2019 22588 Handbook for Teachers

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International Legal English Certicate (ILEC)CEFR Levels B2 C1

Handbook for Teachers


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Content and overview

Paper/timing Content Test focus

1READING1 hour 15 minutes

Part 1 Multiple-choice cloze, with an emphasis on lexis. Candidates are expected to be able to: applytheir knowledge of the language system tocomplete tasks based on law-related texts;read and understand law-related texts; anddemonstrate a variety of reading skills includingskimming, scanning, deduction of meaning fromcontext, and selection of relevant information tocomplete 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 removedand placed in jumbled order after the text.

Part 6 A text followed by four-option multiple-choicequestions.

2WRITING1 hour 15 minutes

Part 1 One question requiring the production of a letter. Candidates are expected to be able to completewriting tasks covering a range of law-relatedtopics, in response to the stimuli provided and

for a given purpose and target reader.Part 2 One question requiring the production of amemorandum.

3LISTENING

Approximately40 minutes

Part 1 Three short unrelated extracts from monologues orexchanges between interacting speakers, followedby three-option multiple-choice questions.

Candidates are expected to understand eachlaw-related text as a whole, gain detailedunderstanding and appreciate gist and theattitude of the speaker. They must also be able toidentify and interpret the context. Texts take theform of consultations, meetings, announcements,seminars, etc.

Part 2 A text involving interacting speakers, followed bythree-option multiple-choice questions.

Part 3 A sentence completion task following a monologue.

Part 4 Five short related extracts from monologuesfollowed by two multiple-matching tasks.

4SPEAKING

16 minutes

Part 1 The candidates are asked to talk about themselvesby responding to the interlocutors questions.

Candidates are expected to be able to performa variety of spoken tasks on law-related topics.They must be able to demonstrate a range oforal skills: interactional, social, transactional,negotiation and collaboration.

Part 2 Each candidate in turn is given a choice of twotopics with accompanying written prompts.They select one of the topics and give a shortpresentation for about one minute. The secondcandidate responds as instructed.

Part 3 The candidates talk together, working towards anegotiated completion of a task.

Part 4 The interlocutor leads a discussion with the twocandidates.


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1CAMBRIDGE ENGLISH LEGALHANDBOOK FOR TEACHERS

CONTENTS

Preface

This handbook is for teachers who are preparing candidates for Cambridge English: Legal, also known as International Legal English Certicate(ILEC). The introduction gives an overview of the exam and its place within Cambridge ESOL. This is followed by a focus on each paper andincludes content, advice on preparation and example papers.

If you need further copies of this handbook, please email [email protected]

About Cambridge ESOL

The worlds most valuable range of English qualifications Key features of Cambridge English exams Proven quality

Introduction to Cambridge English Legal

Who is the exam for? Who recognises the exam?

What level is the exam?

Exam content and processing

A thorough test of all areas of language ability International English

Marks and results Certificates

Exam support

Support for teachers Support for candidates

Paper Reading General description Structure and tasks The six parts of the Reading paper Preparation

Sample paper Answer key Candidate answer sheet

Paper Writing General description Structure and tasks

The two parts of the Writing paper Preparation

Sample paper Assessment of Writing

Sample scripts with examiner comments

Paper Listening General description Structure and tasks The four parts of the Listening paper Preparation

Sample paper Answer key Candidate answer sheet

Paper Speaking General description Structure and tasks The four parts of the Speaking test

Preparation Sample paper Assessment of Speaking

Glossary of testing terms

Contents
mailto:ESOLinfo%40CambridgeESOL.org?subject=mailto:ESOLinfo%40CambridgeESOL.org?subject=


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2 CAMBRIDGE ENGLISH LEGALHANDBOOK FOR TEACHERS

ABOUT CAMBRIDGE ESOL

About Cambridge ESOL

Cambridge English: Legal, also known as International Legal EnglishCerticate (ILEC), is developed by University of Cambridge ESOLExaminations (Cambridge ESOL), a not-for-prot department of theUniversity of Cambridge.

Cambridge ESOL is one of three major exam boards which form theCambridge Assessment Group (Cambridge Assessment). Morethan 8 million Cambridge Assessment exams are taken in over 160countries around the world every year.

The worlds most valuable range of EnglishqualicationsWe offer the worlds leading range of qualications for learners andteachers of English. Globally, over 4 million people take our examseach year.

Cambridge ESOL provides assessments across the full spectrum of

language ability. We offer examinations for general communication,and professional and academic purposes. All of our exams are alignedto the principles and approach of the Common European Frameworkof Reference for Languages (CEFR).

To nd out more about Cambridge English exams and the CEFR, go towww.CambridgeESOL.org/CEFR

In addition to our own programmes of world-leading research, wework closely with professional bodies, industry professionals andgovernments to ensure that our exams remain fair and relevant tocandidates of all backgrounds and to a wide range of stakeholders.

Key features of Cambridge English examsCambridge English exams:

are based on realistic tasks and situations so that preparing fortheir exam gives learners real-life language skills

accurately and consistently test all four language skills Reading,Writing, Listening and Speaking as well as knowledge oflanguage structure and its use

encourage positive learning experiences, and seek to achieve apositive impact on teaching wherever possible

are as fair as possible to all candidates, whatever their national,ethnic and linguistic background, gender or disability.

Proven qualityOur commitment to providing exams of the highest possible quality isunderpinned by an extensive programme of research and evaluation,and by continuous monitoring of the marking and grading of allCambridge English exams. Of particular importance are the rigorousprocedures which are used in the production and pretesting ofquestion papers.

All our systems and processes for designing, developing anddelivering exams and assessment services are certied as meetingthe internationally recognised ISO 9001:2008 standard for qualitymanagement and are designed around ve essential principles:

Validity are our exams an authentic test of real-life English?Reliability do our exams behave consistently and fairly?Impact does our assessment have a positive effect on teaching andlearning?Practicality does our assessment meet learners needs withinavailable resources?Quality how we plan, deliver and check that we provide excellencein all of these elds.

How these qualities are brought together is outlined in ourpublication Principles of Good Practice , which can be downloaded freefrom www.CambridgeESOL.org/Principles

Cambridge InternationalExaminations

The worlds largest provider ofinternational education programmesand qualications for 5 t o 19 year olds

Cambridge Assessment: the trading name for theUniversity of Cambridge Local Examinations Syndicate (UCLES)

Cambridge ESOL: Universityof Cambridge ESOL Examinations

Provider of the world's mostvaluable range of qualications forlearners and teachers of English

OCR: Oxford Cambridge and RSAExaminations

One of the UKs leading providersof qualications

Departments of the University

Departments (exam boards)

One of the oldest universities in the worldand one of the largest in the United Kingdom
http://www.cambridgeesol.org/CEFRhttp://www.cambridgeesol.org/Principleshttp://www.cambridgeesol.org/Principleshttp://www.cambridgeesol.org/CEFR


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INTRODUCTION TO CAMBRIDGE ENGLISH: LEGAL

Introduction to Cambridge English:Legal

Who is the exam for?Cambridge English: Legal is for law students and practising lawyers in

an international legal setting.

This includes law students who are:

seeking employment in an international commercial law context,e.g. law rms, company legal departments and governmentagencies

intending to study law where the course includes a signicantEnglish language content, either in their own country or abroad

seeking certication to demonstrate their English languageprociency.

It includes practising lawyers who are:

seeking new employment in an international commercial lawcontext seeking promotion within their own organisations learning English as part of a training programme seeking certication to demonstrate their English language

prociency.

It supports law faculties and language schools with the selection,placement and graduation of their students, and also aids legalemployers with the hiring and training of personnel.

Cambridge English: Legal candidates are expected to be familiar withsome legal concepts and terminology commonly associated withinternational commercial law.

Who recognises the exam?Cambridge English: Legal is developed by Cambridge ESOLin co-operation with TransLegal Europes leading rm oflawyer-linguists.

It is recognised by leading associations of lawyers including theEuropean Company Lawyers Association, the European LawStudents Association, the International Association of YoungLawyers, and the European Young Bar Association.

For more information about recognition, go towww.CambridgeESOL.org/recognition

The exam is accredited by Ofqual, the statutory regulatoryauthority for external qualications in England and itscounterparts in Wales and Northern Ireland.

The UK Border Agency (UKBA) accepts Cambridge English: Legalas meeting the language requirements for Tier 1, 2 and 4 visaapplications*.

* All information accurate as of January 2013. Check the latestrequirements at www.UKBA.homeoffice.gov.uk

What level is the exam?Cambridge English: Legal is targeted at Levels B2 and C1 of the CEFR.

What can candidates do at Levels B2 and C1?

The Association of Language Testers in Europe (ALTE) has developeda framework which covers six levels of language prociency alignedto the CEFR. Long-term research carried out by ALTE has shown whatlanguage learners can typically do at each level. The following tablegives some examples of typical ability in the work domain in each ofthe skill areas at B2 and C1 levels.

Examples of Can Do statements at Level C1

Reading and Writing Listening and Speaking

CAN understand the general meaning ofmore complex reports.

CAN, within a reasonably short time,understand most reports that they arelikely to come across.

CAN write most correspondence he/she islikely to be required to do.

CAN, given enough time, write a reportthat communicates the desired message.

CAN follow discussion with onlyoccasional need for clarication.

CAN deal with unpredictable questions.

CAN argue their case effectively andspecify needs precisely.

CAN engage in an extended conversationwith colleagues and clients on matterswithin their authority/competence.

Examples of Can Do statements at Level B2

Reading and Writing Listening and Speaking

CAN understand the general meaning ofnon-routine correspondence.

CAN understand the general meaning of areport even if the topic is not predictable.

CAN write a simple report of a factualnature and begin to evaluate, advise, etc.

CAN write non-routine correspondencewhere this is restricted to matters of fact.

CAN ask for factual information andunderstand the answer.

CAN ask questions, for example forclarication, while following a lecture, talk

or presentation.CAN express own opinion, and presentarguments to a limited extent.

CAN give a simple, prepared presentationon a familiar topic.
http://www.cambridgeesol.org/recognitionhttp://www.ukba.homeoffice.gov.uk/http://www.ukba.homeoffice.gov.uk/http://www.cambridgeesol.org/recognition


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4 CAMBRIDGE ENGLISH LEGAL HANDBOOK FOR TEACHERS

EXAM CONTENT AND PROCESSING

Exam content and processing

Cambridge English: Legal is based on realistic texts, tasks and topicssimilar to those that practitioners would expect to encounter in theirdaily working lives.

The following list is an illustration of some of the areas of law featured

in the exam: corporate business associations contract sale of goods real property debtor-creditor intellectual property employment competition environmental negotiable instruments secured transactions aspects of international law.

The examination also covers relevant aspects of legal practice.

Please note: this list is not exhaustive and is reviewed at regularintervals to ensure Cambridge English: Legal is up to date andcontinues to meet the needs of its target users.

A thorough test of all areas of language abilityThere are four papers: Reading, Writing, Listening and Speaking. Eachpaper carries 25% of the total marks. Detailed information on eachtest and sample papers follow later in this handbook, but the overall

focus of each test is as follows:

Reading 1 hour 15 minutes

Candidates need to be able to understand texts from sources such as legal journals, booksand articles.

Writing 1 hour 15 minutes

Candidates have to show that they can produce two different pieces of writing: a letter ofreply 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 materialsuch as law-related presentations, briengs, discussions and interviews.

Speaking 16 minutesCandidates take the Speaking test with another candidate or in a group of three, and aretested on their ability to take part in different types of interaction: with the examiner, withthe other candidate and by themselves.

International EnglishEnglish is used in a wide range of international contexts. To reectthis, candidates responses to tasks in Cambridge English exams areacceptable in all varieties and accents of English, provided they donot interfere with communication. Materials used feature a range ofaccents and texts from English-speaking countries, including the UK,North America and Australia. US and other versions of spelling are

accepted if used consistently.

Marks and resultsCambridge English: Legal gives detailed, meaningful results. Allcandidates receive a Statement of Results . Results are reported asthree passing grades (C1 Pass with Merit, C1 Pass and B2 Pass) andtwo failing grades (Narrow Fail and Fail).

Statement of Results

The Statement of Results outlines:

the candidates result; this result is based on a candidates totalscore in all four papers

a graphical display of a candidates performance in each paper(shown against the scale Exceptional Good Borderline Weak)

a standardised score out of 100 which allows a candidate to seeexactly how they performed.

CerticatesIf a candidate achieves Level B2 or above, they will receive acerticate. This will show one of three grades:

C1 Pass with Merit this indicates good achievement atCEFR Level C1

C1 Pass this covers the range of ability from a borderline pass togood achievement at Level C1 of the CEFR

B2 Pass this indicates that your ability is within Level B2 ofthe CEFR.

Certicates are issued about two weeks after the issue of Statementsof Results .

Special circumstances

Cambridge English exams are designed to be fair to all test takers.

This commitment to fairness covers:

Special arrangementsThese are available for candidates with a permanent or long-termdisability. Consult the Cambridge ESOL Centre Exams Manager(CEM) in your area for more details as soon as you becomeaware of a candidate who may need special arrangements.

Special considerationCambridge ESOL will give special consideration to candidatesaffected by adverse circumstances such as illness orbereavement immediately before or during an exam. Applicationsfor special consideration must be made through the centre nolater than 10 working days after the exam date.

MalpracticeCambridge ESOL will investigate all cases where candidates aresuspected of copying, collusion or breaking the exam regulationsin some other way. Results may be withheld while they arebeing investigated, or because we have found an infringement ofregulations. Centres are notied if a candidates results have beeninvestigated.


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EXAM SUPPORT

Cambridge English Teacher

Developed by Cambridge University Press and University ofCambridge ESOL Examinations (Cambridge ESOL), CambridgeEnglish Teacher provides opportunities for English language teachersto engage in continuing professional development through onlinecourses, sharing best practice and networking with other ELTprofessionals worldwide through forums and webinars.

For more information on how to become a Cambridge EnglishTeacher, visit www.CambridgeEnglishTeacher.org

Support for candidates

Cambridge ESOL website

We provide learners with a wealth of exam resources and preparation

materials throughout our main website, including exam advice,sample papers and a guide for candidates.

www.CambridgeESOL.org

Official preparation materials

A range of official Cambridge English preparation materials isavailable from University of Cambridge ESOL Examinations(Cambridge ESOL) and Cambridge University Press. Materialsinclude printed and digital resources to support teachers and helplearners prepare for their exam.

For detailed exam information and further support, visit

www.legalenglishtest.org

Exam support

A feature of Cambridge English exams is the outstanding support weoffer to teachers and candidates.

Free support materials

Past examination papers which can be used for practice, examinationreports which provide a general view of how candidates performed,and guidance on the preparation of candidates, can be found atwww.legalenglishtest.org

How to order Cambridge English support materials

A range of official exam preparation materials for candidates andteachers can be ordered from your local Cambridge UniversityPress representative. Details can be found in the ELT section atwww.cambridge.org/elt/exams

Support for teachers

Teacher Support website

This website provides an invaluable, user-friendly free resource for allteachers preparing for our exams. It includes:

General information handbook for teachers, sample papers,exam reports, exam datesDetailed information format, timing, number of questions, tasktypes, mark scheme of each paperAdvice for teachers developing students skills and preparingthem for the examDownloadable lessons a lesson for every part of every paper;there are more than 1,000 in total

Forums where teachers can share experiences and knowledgeCareers teaching qualications for career progressionNews and events whats happening globally and locally in yourareaSeminars a wide range of exam-specic seminars for new andexperienced teachers, administrators and school directorseMedia page past Teacher Support newsletters and webinarscan be downloaded.

www.teachers.CambridgeESOL.org
http://www.cambridgeenglishteacher.org/http://www.cambridgeesol.org/http://www.legalenglishtest.org/http://www.legalenglishtest.org/http://www.cambridge.org/elt/examshttp://www.teachers.cambridgeesol.org/http://www.teachers.cambridgeesol.org/http://www.cambridge.org/elt/examshttp://www.legalenglishtest.org/http://www.legalenglishtest.org/http://www.cambridgeesol.org/http://www.cambridgeenglishteacher.org/


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EXAM SUPPORT

Other sources of support materials

Coursebooks, practice tests and learning resources are also producedby independent publishers to help candidates prepare for CambridgeEnglish exams. We cannot advise on textbooks or courses of studythat we do not provide, but when you are choosing course materialsyou should bear in mind that:

Cambridge English: Legal requires all-round language ability most coursebooks will need to be supplemented any coursebooks and practice materials you choose should

accurately reect the content and format of the exam.

www.CambridgeESOL.org/resources/books-for-study

Exam sessions

Cambridge English: Legal is available as a paper-based exam.Candidates must be entered through a recognised Cambridge ESOLcentre.

Find your nearest centre at www.CambridgeESOL.org/centres

Further informationContact your local Cambridge ESOL centre, or Cambridge ESOL direct(using the contact details on the back cover of this handbook) for:

copies of the regulations details of entry procedure exam dates current fees more information about Cambridge English: Legal and other

Cambridge English exams.
http://www.cambridgeesol.org/resources/books-for-studyhttp://www.cambridgeesol.org/centreshttp://www.cambridgeesol.org/centreshttp://www.cambridgeesol.org/resources/books-for-study


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Paper 1Reading

Structure and tasksPART 1TASK TYPEAND FOCUS

Multiple-choice cloze.The testing focus is on lexis (e.g. semanticprecision, collocations, xed phrases andlinking words/phrases).

FORMAT Two modied cloze texts each containingsix gaps and followed by six four-optionmultiple-choice questions.

NO. OF QS 12.

PART 2TASK TYPEAND FOCUS

Open cloze.Grammatical and lexico-grammatical.

FORMAT A modied cloze text containing twelve gaps.NO. OF QS 12.


Word formation.Lexical (afxation and compounding).

FORMAT Two short texts, each containing six gaps.Candidates must form an appropriate wordto complete each gap using the given basewords.

NO. OF QS 12.


Multiple matching.Reading for detail and gist.

FORMAT A single text divided into four sections, orfour related short texts preceded by multiplematching questions.

NO. OF QS 6.

PART 5TASK TYPE

AND FOCUS

Gapped text.

Cohesion, coherence, text structure,global meaning.

FORMAT A text from which sentences have beenremoved and placed in jumbled order after thetext. Candidates must decide from where inthe text the sentences have been removed.

NO. OF QS 6.


Multiple choice.Reading for detail, gist, opinion, implicationand referencing.

FORMAT A text followed by four-option multiple-choice

questions.NO. OF QS 6.

General descriptionPAPER FORMAT The paper consists of a range of

law-related texts and accompanyingtasks. A text may consist of severalshort pieces.

TIMING 1 hour 15 minutes.NO. OF PARTS There are six parts. Parts 1 to 3 test

candidates knowledge and controlof the language system. Parts 4 to 6test candidates understanding of themeaning of written English at word,

phrase, sentence and paragraphlevel.NO. OF QUESTIONS 54.TASK TYPES Multiple-choice cloze, open cloze,

word formation, multiple matching,gapped text and four-option multiplechoice.

TASK FOCUSES These include semantic precision,grammatical and lexico-grammaticalknowledge, afxation andcompounds, awareness of textstructure, and understanding gist,detail, opinion and implication.

TEXT TYPES These include extracts from law

textbooks and reference books,law journals, legal correspondence,reports and web pages.

LENGTH OF TEXTS The texts contain approximately2,500 words in total.

ANSWER FORMAT Candidates indicate answers byshading a box or writing a word on amachine-readable answer sheet.

MARKS Questions 136 carry one mark.Questions 3754 carry two marks.


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PAPER 1: READING

PART 4 Multiple matchingThis part tests the candidates general understanding of a text and theirability to locate specic information within it.

Sample task and answer key: pages 14 and 17. Each correct answer in Part 4 receives 2 marks.

Part 4 requires candidates to scan a text which is divided into foursections, or four short texts. Candidates are required to matchquestions with the relevant information from the text. Some of theoptions will need to be used more than once.

The questions for the multiple matching task are printed before thetext to replicate a real-world situation where candidates know theirpurpose in reading a text. There are six questions.

PART 5 Gapped textThis part tests the candidates understanding of how texts are structuredand their ability to follow the detailed meaning and argument of a text.


Part 5 requires candidates to select the sentences which t the gapsin a text. In each case only one answer is correct. The task consistsof a single-page gapped text followed by the options, including oneextra sentence which does not t in any of the gaps.

Candidates need to read the gapped text rst in order to gain anoverall idea of the structure and the meaning of the text, and to notein particular the information and ideas that appear before and aftereach gap. Then they should decide which sentence ts each gap.Each letter may be used only once. There are six questions.

PART 6 Multiple choiceThis part tests the candidates detailed understanding of a text, includingthe opinions expressed in it.


Part 6 consists of a single-page text followed by multiple-choicequestions. Candidates need to read the text closely in order to

distinguish between, for example, apparently similar viewpoints,outcomes, or reasons. The task may also contain a question focusingon the meaning of a particular word or phrase in the text, or on areference word such as a pronoun.

The questions are presented in the same order as the information inthe text, and can be answered correctly only by close reference to thetext. Candidates should read each question very carefully, as well asthe four possible answers. There are six questions.

The six parts of the Reading paper

PART 1 Multiple-choice clozeIn this part, there is an emphasis on vocabulary and linking words/phrases.

Sample task and answer key: pages 11, 12 and 17. Each correct answer in Part 1 receives 1 mark.

Part 1 requires candidates to choose a word or phrase from a setof four (A, B, C, D) to ll a gap in a text. This involves choosing theanswer which has the right meaning and ts both grammatically andwithin the text as a whole. This part of the paper tests knowledge ofaspects of vocabulary, such as xed phrases and collocations, shadesof meaning, phrasal verbs and linkers. There are two short texts, eachcontaining six questions. The rst text contains an example.

PART 2 Open cloze

In this part, there is an emphasis on structure.

Sample task and answer key: pages 12 and 17. Each correct answer in Part 2 receives 1 mark.

Part 2 is an open modied cloze task, consisting of a text with12 gaps, plus one example. Candidates have to ll each gapin the text with one word only. This part focuses mainly onawareness and control of structural items such as conjunctions,prepositions, pronouns, auxiliaries, quantiers, etc. Answers mustbe grammatically correct at phrase and sentence level, and also beappropriate to the meaning of the whole text. There may be more

than one word which is acceptable for a gap, but candidates shouldonly supply one word.

PART 3 Word formationIn this part, there is an emphasis on vocabulary.


Part 3 is designed to test word formation through afxation andcompounding. Candidates are required to supply an appropriateword, formed from a given base word, to ll a gap in a text. There aretwo short texts, each containing six questions. The rst text containsan example.


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PAPER 1: READING

Advise students to consider all the options carefully beforedeciding on their answer. Several of the options may appearpossible, but only one will be semantically and grammaticallycorrect in that particular context.

PART 2

Some gaps can be lled by referring just to the immediate

phrase or sentence, but others will require understanding of theparagraph or whole text. Where relevant, students should beencouraged to try to circle the word or words in the text thatdetermine the answer.

The kinds of words which are gapped may sometimes correspondto the kinds of errors that students make, so discussion of theirwriting may be useful.

Remind students that only one word is required for each answer.Answers of more than one word will be marked wrong.

Remind students to use the context to help them identify themissing part of speech, e.g. conjunction, preposition, pronoun,

auxiliary, quantier, etc.

PART 3

Remind students that they need to understand the context ofeach gap in the text to decide which part of speech (noun, verb,adjective or adverb) is required.

Sometimes a plural form or a specic part of a verb will berequired.

Sometimes a negative prex will be required. There is often atleast one word requiring a prex (e.g. un-, im-, ir-, dis-, etc.) in aPart 3 task, so check that students are aware of these forms.

PART 4

Encourage students to highlight key words in the question, tohelp them focus their reading.

Discourage students from selecting an answer solely on the basisof matching a word in the question with a word in the text, ascareful reading is required to ensure an accurate match in termsof meaning.

Students may benet from practice in paraphrasing, as thewording of the question is likely to differ from that of the text.Ask students to divide suitable texts into four sections and toidentify ideas within each section, focusing on how the sectionsare similar and how they are different. They can then useparaphrasing to write their own questions.

PART 5

Encourage students to read the text as a whole, and not to focuson each gap separately. They need to understand that an ideaof the structure and the development of the theme of the textis necessary before starting to do the task. Students frequentlymake the wrong choices by selecting options which t the textbefore the gap, and neglecting to check that the text after the gapfollows on smoothly.

Part 5 requires an overt focus on cohesion and coherence towhich some students may not be accustomed; give studentsplenty of practice in recognising a wide range of linguistic deviceswhich mark the logical and cohesive development of a text, e.g.

Preparation

General Make sure the students read as widely as possible in class and

at home. Classroom reading can include a range of reading textsfrom authentic sources such as law textbooks, law journals, web

pages and, if possible, legal correspondence. Encourage studentsto interact fully with each text by focusing on pre-readingquestions. These stimulate interest in the topic dealt with by thetext and train students in prediction techniques.

It will be useful for students to refer to dictionaries and grammarbooks while studying. However, they should also be encouragedto read texts without thinking that they need to understand everyword. They are not allowed to use a dictionary in the examinationand they should be trained to try to guess the meaning ofunknown words from the context. Students sometimes spend toolong processing the text at word level rather than trying to get amore top down view of what it is about.

It is important to make sure the students are familiar withthe standard format of the test by going through the samplematerials with them.

Make sure students are familiar with the instructions on the frontpage of the question paper, and for each part of the test. Theyshould also be familiar with the technique of indicating theiranswer on the separate answer sheet, so that they can do thisquickly and accurately. They will need to be shown how to do thisand to practise in a timed exercise. They need to think about therelative merits of transferring their answers to the answer sheetat the end of each task or waiting until the end of the test. If they

nd it difcult to complete the six parts in the time allowed, itmay be wiser to transfer answers after each part.

When students are familiar with the different task types, it is agood idea to discuss which part(s) take them longer to complete.Following this discussion you may wish to suggest possibletimings for each task. Students may prefer to attempt tasks whichthey nd easier rst. Students need to be reminded that each ofthe six parts is weighted to carry an equal number of marks. Theoutcome of the discussion will also help you to decide whichsections of the paper to focus on for further practice and maylead on to assistance with faster reading strategies.

Remind students to check the spelling of their answers to Parts 2and 3, as incorrect spelling is penalised, and to write clearly andin capital letters.

By part

PART 1

Students should be encouraged to read extensively fromappropriate sources in order to build up a wide vocabulary.In doing so, they should pay attention to the shades ofmeaning differentiating sets of similar words, collocation andcomplementation.

Any vocabulary-building activity working with lexis relevant tolegal English is likely to be useful in preparing for this task.

Spend time practising linking words and phrases (which will alsobenet students writing skills).


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PAPER 1: READING

words and phrases indicating time, cause and effect, contrastingarguments, pronouns, repetition and use of verb tenses.

Alert students to the dangers of simply matching options andsections of the text containing the same words. The task isdesigned to test understanding of the development of ideas,opinions and events rather than the supercial recognition ofindividual words.

It would be useful for students to reassemble texts that havebeen cut up, discussing why sentences do or do not t together.They may also benet from altering the cohesion of texts to makesentences t together or prevent them from doing so.

The cut and paste function of word processing packages can beexploited in preparing for this task.

PART 6

Students should read the whole text before reading the multiple-choice questions. Particularly since three of the four options areincorrect, there is little point in trying to absorb them all before

tackling the text. Instead, students should be trained to checkeach option in turn against the evidence of the text.

Students should be encouraged to read each question itself verycarefully, as well as the four options. In the case of items whichtake the form of an incomplete sentence, the completed sentencecreated by matching it to an option must match what is written inthe text, and not just the option itself.

As in the other parts of the test, it is important that studentsavoid simply matching words in the text with words in thequestion or option. Careful study of the questions and text is veryimportant.

When working through the sample task it may be useful ifstudents try to answer the question in their own words andthen check their formulation against the options, rather thanreading the options rst. It may also be useful to ask students tounderline the part of the text where they found the answer andthen justify it to the rest of the class, and even to identify theinformation that the distractors are based on.


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PAPER 1: READING | SAMPLE PAPER

EXAM | LEVEL | PAPER SAMPLE PAPERPAPER 1 | READING


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PAPER 1 | READING


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PAPER 1 | READING


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PAPER 1 | READING


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PAPER 1: READING | ANSWER KEY

Answer key

Q Part 1

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 Part 4

37 B

38 D

39 A

40 D

41 C

42 B

Q Part 5

43 F

44 C

45 E

46 G

47 A

48 D

Q Part 6

49 B

50 C

51 C

52 B

53 D

54 A

Q Part 3

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 Part 2

13 NONE

14 IN

15 TO

16 SUCH

17 DO

18 BEEN

19 AS

20ALTHOUGH/THOUGH/WHILE/WHILST

21 OF

22 OR

23 HOW

24 ALL


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PAPER 1: READING | CANDIDATE ANSWER SHEET

Candidate answer sheetPAPER 1 | READING


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Paper 2Writing

General descriptionPAPER FORMAT The paper consists of two

law-related writing tasks in responseto stimuli provided and for a givenpurpose and target reader.

TIMING 1 hour 15 minutes.NO. OF PARTS There are two parts.NO. OF QUESTIONS Two (both are compulsory).TASK TYPES Candidates are required to write a

letter and a memorandum.

TASK FOCUSES The focus varies slightly across thetwo parts but, in both, candidatesare required to cover all the contentpoints. In Part 2, candidates havemore scope to display their linguisticcompetence as there is moreopportunity to structure and developcontent than in Part 1.

ANSWER FORMAT Candidates write their answers on alined answer sheet.

MARKS Part 1 carries 40% of the total marksavailable and Part 2 carries 60% ofthe total marks available.


A letter.Explaining, refuting, presenting anddeveloping arguments, suggesting, etc.

FORMAT Candidates are required to produce a letterbased on a rubric, input letter and vecontent points.

NO. OF TASKSAND LENGTH

One compulsory task.120180 words.


A memorandum.Presenting and developing arguments,expressing and supporting opinions,evaluating ideas, describing, summarising,recommending, persuading, explaining,apologising, reassuring, complaining, etc.

FORMAT Candidates are required to produce amemorandum based on a rubric, includingfour content points.

NO. OF TASKSAND LENGTH

One compulsory task.200250 words.


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for effective task achievement and candidates will be expectedto develop law-related topics and discuss law-related issues in anon-technical way in their answers.

Preparation

General When preparing students for the examination, it is important to

make sure they are familiar with the paper and the range of tasktypes and topics. Students will need guidance on the particularfeatures of each task type and the appropriate style and tone. Aninappropriate style is not specically penalised but may affectcandidates marks on the relevant subscales.

Train your students to read the questions carefully, underliningthe most important parts. They then need to plan an answerwhich addresses all the points required by the task. This will helpthem balance their answers so that a range of language can be

demonstrated.

The time allowed for the Writing paper (1 hour 15 minutes) isdesigned to be sufcient for students to make brief plans andthen write their two answers as clearly as possible. They shouldnot worry if they make mistakes but they should make clearcorrections so that the examiner can follow and mark what theyhave written.

Your students will need practice in writing tasks at this levelwithin the word limit so that they know when they have writtenenough in their own handwriting.

Students need to think carefully about who the target reader is

for each task and try to write in an appropriate style and tone. Isthe target reader, for example, a client, a colleague or someonein a position of authority? Do they need to present difcultinformation politely (as in a complaint) or are they trying topersuade somebody to do something? The balance between thefunction(s) required by the task and the relationship with thetarget reader is important.

When planning their writing, it is important that students useeffective paragraphing and they should be encouraged to developeach of the required points in a separate paragraph. Headings inPart 2 memoranda also often make the text easier for the targetreader to follow.

Using a variety of linking words is important, as is ensuring thatthe ow of ideas in the writing is logical and easy for the readerto follow. At levels B2 and C1, it is particularly important thatstudents can demonstrate an overall cohesion to the whole taskas well as at sentence level.

Students should be encouraged to use a range of complexlanguage. If, in doing so, they make mistakes, the examiner willalways give credit for the complex language attempted as longas the mistakes do not impede communication. Students willneed practice in developing points as fully as possible in order todemonstrate a range of language and in using as wide a variety of

vocabulary as possible by, for example, using synonyms. Creditwill also be given for the appropriate use of legal terminology.

Errors which do not impede communication may, nonetheless,affect the overall success of the communication and students

The two parts of the Writing paper

Part 1 of the Test of Writing carries 40% of the totalmarks available and Part 2 carries 60% of the totalmarks available.

PART 1This part tests the candidates ability to produce a letter in response to aninput text.

Sample task and scripts: pages 22 and 2729.

Task type and focusA letter. The range of functions in the task may include evaluating,expressing opinions, hypothesising, justifying, persuading, prioritising,summarising, comparing and contrasting as well as advising,apologising, correcting, describing, explaining, recommending and

suggesting. The usual conventions of letter writing, i.e. openingsalutation, paragraphing and closing phrasing, are required, but itis not necessary to include postal addresses. Candidates who doinclude addresses will not be penalised.

Task formatCandidates need to base their answer on the input material. Thisinput is made up of a letter and accompanying notes, a numberof which will require the candidate to address law-related issuesrelevant to the context of the task. It is very important that candidatescover the function(s) specied in the rubric so that the target readeris fully informed. Candidates must read all of the input material

carefully. Candidates need to adopt an appropriate style, layoutand register for the task: the overall aim of the task being to havea positive effect on the target reader. Listing information in simplesentences is not enough: organisation and cohesion, clear layout,balance, appropriate register, control and accuracy of languageare all important features of task achievement. Evidence of rangeof language is also required, which means building on key wordsfrom the input rather than lifting whole segments. Part 1 tasks offercandidates the opportunity to expand on the information given andthis enables them to demonstrate their range of language.

PART 2This part tests the candidates ability to produce a memorandum inresponse to input.

Sample task and scripts: pages 22 and 3032.

Task type and focusA memorandum. The range of functions in the task may includepresenting and developing arguments, expressing and supportingopinions, evaluating ideas, describing, summarising, recommending,persuading, explaining, apologising, reassuring, complaining, etc.

Task formatThere is less reading input for this task than for Part 1. The writingtask in Part 2 has a context, a purpose for writing and a targetreader specied. Attention to every element in the rubric is essential

PAPER 2: WRITING


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need regular practice in checking their work for errors andinaccuracies. Encouraging students to make systematic checksof their work verb tenses or singular/plural agreements, forexample is useful.

Make your students aware of the importance of spelling andpunctuation. Although spelling errors and faulty punctuationare not specically penalised, they can sometimes impede

communication. This may affect candidates marks on therelevant subscales. American usage and spelling are as valid asBritish usage and spelling.

Part 2 on the Test of Writing carries more marks than Part 1 soyour students should practise planning the time they spend oneach question carefully.

By part

PART 1

Train your students to read the opening paragraphs andinstructions and to think carefully about what their role is and thepurpose of the task, who they are writing to and why, and whatthey are trying to achieve in the task.

Students can use key words from the question but should notlift whole segments of the input. No credit is given for languagewhich has been obviously lifted from the question. Studentsshould therefore be given practice in using their own words whenusing information from the input.

The task is made up of an input letter with notes. Students,therefore, need practice in reformulating the language used innote form into full sentences, paying particular attention to verbtenses and use of denite/indenite articles.

PART 2

Good answers will contain detailed and specic information andit is, therefore, useful practice for students to brainstorm theirideas in class in order to generate appropriate content. Onceideas have been generated, students need guidance in how toorganise the content of their answers. It is useful to considerwhat knowledge can be assumed and what should be includedand to what extent factual points need illustration.

Part 2 questions have four content points to address. Studentsneed to be trained not only to address all four points but alsoto consider the balance of their answers. The points do notnecessarily require equal amounts of writing and it is importantwhen reading the question to notice whether, for example, thequestion asks for a brief consideration of something.

Remind your students that they should not reproduce a task thatthey have done in class on a similar topic as such answers rarelyaddress the task set. It is essential that they address the points inthe rubric and do not simply write 250 words on the topic.

PAPER 2: WRITING


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PAPER 2: WRITING | SAMPLE PAPER

PAPER 2 | WRITING


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PAPER 2: WRITING | ASSESSMENT

The Content subscale is common to all levels:

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.

The remaining three subscales (Communicative Achievement,Organisation, and Language) have descriptors specic to eachCEFR level:

CEFRlevel

Communicative Achievement Organisation Language

Demonstrates complete command of theconventions of the communicative task.Communicates complex ideas in an effectiveand convincing way, holding the targetreaders attention with ease, fullling allcommunicative purposes.

Text is organised impressively andcoherently using a wide range ofcohesive devices and organisationalpatterns with complete exibility.

Uses a wide range of vocabulary, includingless common lexis, with uency, precision,sophistication, and style.

Use of grammar is sophisticated, fully controlledand completely natural.

Any inaccuracies occur only as slips.

C2 Uses the conventions of the communicativetask with sufficient exibility tocommunicate complex ideas in an effectiveway, holding the target readers attentionwith ease, fullling all communicativepurposes.

Text is a well-organised, coherentwhole, using a variety of cohesivedevices and organisational patternswith exibility.

Uses a range of vocabulary, including lesscommon lexis, effectively and precisely.

Uses a wide range of simple and complexgrammatical forms with full control, exibilityand sophistication.

Errors, if present, are related to less commonwords and structures, or occur as slips.

C1 Uses the conventions of the communicativetask effectively to hold the target readersattention and communicate straightforwardand complex ideas, as appropriate.

Text is well-organised and coherent,using a variety of cohesive devices andorganisational patterns to generallygood effect.

Uses a range of vocabulary, including lesscommon lexis, appropriately.

Uses a range of simple and complex grammaticalforms with control and exibility.

Occasional errors may be present but do notimpede communication.

B2 Uses the conventions of the communicativetask to hold the target readers attention andcommunicate straightforward ideas.

Text is generally well-organised andcoherent, using a variety of linkingwords and cohesive devices.

Uses a range of everyday vocabularyappropriately, with occasional inappropriate useof less common lexis.

Uses a range of simple and some complexgrammatical forms with a good degree of control.

Errors do not impede communication.

B1 Uses the conventions of the communicativetask in generally appropriate ways tocommunicate straightforward ideas.

Text is connected and coherent, usingbasic linking words and a limitednumber of cohesive devices.

Uses everyday vocabulary generallyappropriately, while occasionally overusingcertain lexis.

Uses simple grammatical forms with a gooddegree of control.

While errors are noticeable, meaning can still bedetermined.

A2 Produces text that communicates simpleideas in simple ways.

Text is connected using basic,high-frequency linking words.

Uses basic vocabulary reasonably appropriately.

Uses simple grammatical forms with somedegree of control.

Errors may impede meaning at times.


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PAPER 2: WRITING | ASSESSMENT

Cambridge English: Legal Writing Examiners use the following assessment scale, extracted from the one on the previous page:

B2/C1 Content Communicative Achievement Organisation Language

7 Uses the conventions ofthe communicative taskwith sufficient exibility tocommunicate complex ideasin an effective way, holdingthe target readers attentionwith ease, fullling allcommunicative purposes.

Text is a well-organised,coherent whole, using avariety of cohesive devicesand organisational patternswith exibility.

Uses a range of vocabulary, includingless common lexis, effectively andprecisely.

Uses a wide range of simple and

complex grammatical forms with fullcontrol, exibility and sophistication.

Errors, if present, are related to lesscommon words and structures, or occuras slips.

6 Performance shares features of Bands 5 and 7.

5 All content is relevant to thetask.

Target reader is fully informed.

Uses the conventions ofthe communicative taskeffectively to hold the targetreaders attention andcommunicate straightforwardand complex ideas, asappropriate.

Text is well-organised andcoherent, using a varietyof cohesive devices andorganisational patterns togenerally good effect.

Uses a range of vocabulary, includingless common lexis, appropriately.

Uses a range of simple and complexgrammatical forms with control andexibility.

Occasional errors may be present but donot impede communication.


3 Minor irrelevances and/oromissions may be present.

Target reader is on the wholeinformed.

Uses the conventions ofthe communicative taskto hold the target readersattention and communicatestraightforward ideas.

Text is generally well-organised and coherent, usinga variety of linking words andcohesive devices.

Uses a range of everyday vocabularyappropriately, with occasionalinappropriate use of less common lexis.

Uses a range of simple and somecomplex grammatical forms with a gooddegree of control.

Errors do not impede communication.


1 Irrelevances andmisinterpretation of task maybe present.

Target reader is minimallyinformed.

Uses the conventions ofthe communicative task ingenerally appropriate ways tocommunicate straightforwardideas.

Text is connected andcoherent, using basic linkingwords and a limited numberof cohesive devices.

Uses everyday vocabulary generallyappropriately, while occasionallyoverusing certain lexis.

Uses simple grammatical forms with agood degree of control.

While errors are noticeable, meaning canstill be determined.

0 Content is totally irrelevant.

Target reader is not informed.Performance below Band 1.


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PAPER 2: WRITING | GLOSSARY OF TERMS

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 incommon situations of a non-technical nature in the relevantdomain.

Less common lexis refers to vocabulary items that appear less

often in the relevant domain. These items often help to expressideas more succinctly and precisely.

Appropriacy ofvocabulary

Appropriacy of vocabulary: the use of words and phrases thatt the context of the given task. For example, inIm very sensibleto noise , the wordsensible is inappropriate as the word shouldbesensitive . Another example would beTodays big snow makes getting around the city difficult . The phrase getting around is wellsuited to this situation. However,big snow is inappropriate asbig andsnow are not used together.Heavy snow would be appropriate.

Grammaticalforms

Simple grammatical forms: words, phrases, basic tenses andsimple clauses.

Complex grammatical forms: longer and more complex items, e.g.noun clauses, relative and adverb clauses, subordination, passiveforms, innitives, verb patterns, modal forms and tense contrasts.

Grammaticalcontrol

Grammatical control: the ability to consistently use grammaraccurately and appropriately to convey intended meaning.

Range Range: the variety of words and grammatical forms a candidateuses. At higher levels, candidates will make increasing useof a greater variety of words, xed phrases, collocations andgrammatical forms.

Overuse Overuse refers to those cases where candidates repeatedly use thesame word because they do not have the resources to use anotherterm or phrase the same idea in another way. Some words mayunavoidably appear often as a result of being the topic of the task;that is not covered by the term overuse here.

Errors and slips Errorsare systematic mistakes.Slips are mistakes that are non-systematic, i.e. the candidate has learned the vocabulary item orgrammatical structure, but just happened to make a mistake in thisinstance. In a candidates response, where most other examples ofa lexical/grammatical point are accurate, a mistake on that pointwould most likely be a slip.

Impedecommunication

Impede communication means getting in the way of meaning.Meaning can still be determined indicates that some effort isrequired from the reader to determine meaning.

Cambridge ESOLWriting mark scheme

Glossary of terms

1. GENERAL

Generally Generally is a qualier meaning not in every way or instance. Thus,generally appropriately refers to performance that is not as goodas appropriately.

Flexibility Flexible andexibly refer to the ability to adapt whetherlanguage, organisational devices, or task conventions rather thanusing the same form over and over, thus evidencing better controland a wider repertoire of the resource. Flexibility allows a candidateto better achieve communicative goals.

2. CONTENT

Relevant Relevant means related or relatable to required content points and/or task requirements.

Target reader Thetarget reader is the hypothetical reader set up in the task, e.g.a colleague, your client.

Informed The target reader isinformed if content points and/or taskrequirements are addressed and appropriately developed. Somecontent points do not require much development (e.g. state whatis x) while others require it (describe, explain).

3. COMMUNICATIVE ACHIEVEMENT

Conventionsof thecommunicativetask

Conventions of the communicative task include such thingsas genre, format, register and function. For example, a personalletter should not be written as a formal report, should be laid outaccordingly, and use the right tone for the communicative purpose.

Holding thetarget readersattention

Holding the target readers attention is used in the positive senseand refers to the quality of a text that allows a reader to derivemeaning and not be distracted. It does not refer to texts that forcea reader to read closely because they are difficult to follow or makesense of.

Communicativepurpose

Communicative purpose refers to the communicativerequirements as set out in the task, e.g. make a complaint, suggestalternatives.

Straightforwardand complexideas

Straightforward ideas are those which relate to relatively limitedsubject matter, usually concrete in nature, and which require simplerrhetorical devices to communicate.Complex ideas are those whichare 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,cohesivedevices andorganisationalpatterns

Linking words are cohesive devices, but are separated here to referto higher-frequency vocabulary which provide explicit linkage. Theycan range from basic high frequency items (such as and, but) tobasic and phrasal items (such as because, rst of all, nally).

Cohesive devicesrefers to more sophisticated linking words andphrases (e.g. moreover, it may appear, as a result), as wellas grammatical devices such as the use of reference pronouns,substitution (e.g.There are two women in the picture. The one onthe 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 achievingconnection at the between sentence level and beyond, e.g.arranging sentences in climactic order, the use of parallelism, usinga rhetorical question to set up a new paragraph.


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Part 1

Script A

PAPER 2 | WRITING | PART 1

Dear Robert Woodly

I have been received one letter about Ms Meyer problem from you. As Ms Meyer took the disciplinaryinvestigation to the outside of ofce. Because she was told to take them which she can work at home. ThenMs 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. Thisaction 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 companyprocedure.

Yours sincerely

Examiner comments

Subscale Mark Commentary

Content 1 Some of the input appears to have been misunderstood or misinterpreted and the target reader is only minimallyinformed about the situation.

CommunicativeAchievement

1 Uses the conventions of the legal letter genre in generally appropriate ways, and straightforward ideas arecommunicated.

Organisation 0 The text is lacking in coherence. Linking words ( e.g. as, because, also ) are used, but there are inaccuracies with

punctuation which lead to a lack of clarity. It is often difficult to detect the connection between the ideas.Language 0 The range of vocabulary is inadequate for the task. Errors in word formation and spelling make the text difficult to

process at times. The range of structures is limited and simple sentence structure predominates. There are many basicgrammatical errors, and communication is impeded.

PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS


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Part 1

Script B

Sir Robert Woodly,

Thank you for your precisions made in your letter about Ms Meyers situation. I wanted to ask you somequestions about certain procedures you use.

First, the company policy does not allow the staff to take condential documents at home. Ms Meyer, in thecontrary, 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 itdiscrimination as it surely is.

Finally, the suspention of an employee without paying him is very unusual. I must understand it is a normalcompany procedure, musnt I?

With all thoses problems asking answers, I would like a meeting, if possible tomorrow at your ofce.

Yours sincerely,


Examiner comments


Content 5 All of the content is relevant, and all the specied content points have been addressed.


2 Despite the inappropriate salutation, there is an attempt to use the letter genre in generally appropriate ways. However,there are inconsistencies in register, with some lapses into inappropriate tone.

Organisation 4 The text is well organised and coherent but there is uneven use of linking words and cohesive devices.

Language 2 The vocabulary range is generally appropriate but occasionally the word choice lacks precision ( e.g. in the contrary,to control your employees, asking answers ). Uses a range of simple and some complex grammatical forms withsome degree of control. Errors in grammar occur in modal verbs, agreement and word order, but these are mainlynon-impeding.



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Examiner comments


Content 5 All of the content is relevant to the task and the target reader will be fully informed.


5 The conventions of the task are used to communicate straightforward and complex ideas. Although the style isconsistently formal, the tone is slightly aggressive in places, limiting the response to Band 5.

Organisation 5 The letter is coherent and organisational patterns and cohesive devices are used to generally good effect.

Language 5 A good range of vocabulary is used appropriately. Complex structures are used with exibility. There are occasionalerrors ( e.g. in case your company wont change its approach ) but these do not impede communication.

Part 1

Script C

Dear Mr Woodly,

please allow me to make several comments to your letter concerning disciplinary investigation of Ms SandraMeyer. As I have understood, Ms Meyer is the subject of investigation following the discovery of condentialdocuments 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 youremployees, are you?

I would like to enquire further about the fact that Ms Meyer was stopped and searched by a security guard. Isthis a common practice, to search employees when they are leaving the premises, or was Ms Meyer chosen forthe reason that she is a woman?

My last point is concerned with Ms Meyers suspension without pay. As you may understand, Ms Meyer ispresumed to be innocent until her very unprobable guilt shall be proven beyond all reasonable doubt in thecourt. We shall take immediate action and le for injunction against you in case your company wont changeits approach. I do leave up to you to suggest a time and a place of our prospective meeting.

Kind regards, etc.


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Part 2

Script D

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 onthe case of my client. It is Hofer supermarket. What is involved is a dispute conserning the quality of fruitsdeliveried by term supplier. It is called FruitoTaste. Like you know it Hofer supermarket is biggest supermarketin 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 FruitoTastefor to asking better quality. Since two years FruitoTaste is promising more softer more tastfull fruits butis no different. Before six mounths Hofer company ask our lawyer rm for to help. I writed 3 letters to themanager 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 benot legal. If


Examiner comments


Content 3 The nal point (the possible results of legal action) is omitted (the candidate appears not to have completed the task).The other points have been addressed, so a sympathetic target reader will be on the whole informed.


2 There is an attempt to use the conventions of the memorandum format, but the register is inconsistent and the role ofthe reader is not always clear. Some straightforward ideas are communicated.

Organisation 2 Basic linking words ( if, but) are used, and there is an attempt to use pronouns (including relative pronouns), but this isnot always successful. There is some evidence of paragraphing and bullet points are used appropriately.

Language 1 Everyday vocabulary tends to be used appropriately, but the range is limited. The sentence structures are simple, butthere are problems when complex forms are attempted. However, meaning can still be determined.



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Part 2

Script E


To: Dieter HoffmannFrom: Pavel NeumannSubject: 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 theyalways have used Tutti Frutti for fruits supplying, however in last months quality of fruit delivered is not sameas previously. Our client sent much messages (using e-mails, letters, telephone) in try to improve Tutti Fruttisfruits 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 lastcontract with Tutti Frutti, what was signed in 2011. It has clause about continuing cooperation between Trescoand Tutti Frutti for ve years, unless one party will break contract. Assistant Manager believes Tutti Fruttisbad quality is breach of contract so contract now is empty. He wants that we sue Tutti Frutti for breach andask 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 ofcontract. Is this cheaper option. Problem is that Assistant Manager wants quick solution and thinks that hasTresco 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 ofpictures from bad apples and letters from unsatised costumers about bad quality fruits. I think we can show

judge that Tresco has right.

Examiner comments


Content 5 All of the content is relevant to the task and the target reader is fully informed.


4 The conventions of the memorandum genre are used to hold the readers attention, but the candidates difficulties withcomplex structures mean that complex ideas are not always communicated effectively.

Organisation 4 The text is well organised and coherent. Sub-headings and paragraphs are used effectively. A variety of linking wordsand cohesive devices is used, but not always to good effect ( e.g. however, After all, problems with relative pronouns andarticles).

Language 3 A range of relevant everyday and legal vocabulary is used appropriately, but there is inappropriate use of some lesscommon lexis ( e.g. control, considerate, contract now is empty ). A range of simple and some complex grammatical forms isused with some control. The lexical mark for this response seems to t the descriptors for Band 4, while the grammaticalcontrol would probably best t Band 2. Band 3 is thus the appropriate Language mark for this response, particularlysince the errors do not impede communication.


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Examiner comments


Content 5 All of the material is relevant and well developed.


7 The register is consistently appropriate to an internal memorandum, and all communicative purposes are fullled.

Organisation 7 The memo is an effectively and exibly organised coherent whole. The layout helps to convey the information clearly.Language 7 The candidate has used a wide range of vocabulary effectively, including idioms ( e.g. green light ), suitable collocations

(e.g. incurred losses ) and legal expressions ( e.g. enter into a new agreement, to have a good case ). A range of structures andtenses is used accurately and with full control. There are only occasional minor errors.

Part 2

Script F


INTERNAL MEMOTO: ROBERT SMITHFROM: MARTIN PETERSSONRE: SWEDISH SUPERMARKET DISPUTE

Rob,

Thank you for handling the Swedish Supermarket (SSM) dispute while Im away. The facts of the case arethe following.

Client: Swedish Supermarket, the worlds third largest supermarket chain with global operations. Annualturnover 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 inferiorquality (in relation to what is set out in the Food Delivery Agreement, or FDA, that the parties entered into inJanuary 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 withfruit of better quality than SSM has received. (SSM has written numerous letters to various departmentsof FF, but the answer is always the same.) SSM claims that they have incurred losses of approx. ?20 millionsince the beginning of this year due to customer churn, and that they will continue to lose money if they donot 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 VenezuelanVegetables instead. I have informed the COO of SSM that SSM appears to have a good case, whereafter hegave us a green light to start preparing for legal actions. There is a start-up meeting for this scheduled fornext 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



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Paper 3Listening

General descriptionPAPER FORMAT The paper contains four parts. Each

part contains a recorded text or textsand a listening task.

TIMING 40 minutes, including time for thetransfer of answers to the answersheet.

NO. OF PARTS There are four parts.NO. OF QUESTIONS 30.TASK TYPES Multiple-choice questions, sentence

completion and multiple matching.TASK FOCUSES These include understanding specic

information, gist, attitude, opinion,main points and detail.

TEXT TYPES Monologues: these includepresentations, lectures,announcements, briengs, etc.Interacting speakers: these includemeetings, discussions, interviews,consultations, etc.

ANSWER FORMAT Candidates are advised to write theiranswers in the spaces provided onthe question paper. There are veminutes at the end of the test tocopy the answers onto a separateanswer sheet. Candidates indicatetheir answers by shading a boxor writing a word, or words, on amachine-readable answer sheet.

MARKS Each correct answer receives onemark.


Multiple choice.Understanding gist, detail, function, purpose,topic, attitude, feeling, opinion, inference.

FORMAT Three short monologues or dialogues ofapproximately one minute each, not linkedthematically. Each extract is heard twice.

NO. OF QS 6.


Multiple choice.Understanding gist, specic information,opinion, and attitude.

FORMAT A conversation between two or moreinteracting speakers of approximately fourminutes, heard twice.

NO. OF QS 5.


Sentence completion.Following the main points and retrievingspecic information from the text.

FORMAT A monologue of approximately four minutes,heard twice.

NO. OF QS 9.


Multiple matching.Identifying speakers and topics, interpretingcontext, recognising attitude and function,gist and main points.

FORMAT A series of ve themed monologues ofapproximately 30 seconds each. The wholesequence is heard twice.

NO. OF QS 10.


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The four parts of theListening paper

PART 1 Multiple choiceThis part tests the candidates ability to understand gist, detail, function,

purpose, topic, attitude, feeling, opinion and inference.


A series of three short monologues or dialogues:each heard twice.This part features three unrelated short extracts with two three-option multiple-choice questions on each text. These extracts maybe self-contained monologues or dialogues. There is an introductorysentence to each extract on the question paper, which givesinformation to contextualise what is heard. The extracts are set ina range of legal contexts and each question focuses on a differentaspect of each text. Each text is approximately one minute in lengthand is heard twice.

PART 2 Multiple choiceThis part tests the candidates ability to understand gist, specicinformation, opinion and attitude.


Text with interacting speakers: heard twice.This part features discussions and interviews of 34 minutes inlength. Tasks are designed to test the understanding of gist, attitudeand opinion as well as specic information from the text. There areve three-option multiple-choice questions. The questions follow theorder of information presented in the text.

PART 3 Sentence completionThis part tests the candidates ability to follow the main points of a textand retrieve specic information.


Informational monologue: heard twice.This part features an informational text of 34 minutes in length.Tasks in this part are designed to test the retrieval of detailedinformation from the text. Candidates are required to write a word,or words, in response to a written prompt. In such tasks, candidatescopy the target words only onto the answer sheet.

There are nine questions. The questions follow the order ofinformation presented in the text, and keys focus on the actual wordsheard on the recording. Candidates who paraphrase the informationmay still get the mark, but only if their answers are fully meaningful in

the context of the question prompts. Keys generally focus on concretepieces of information or stated opinions and are designed to be shortand to t comfortably into the space on the answer sheet. Correctspelling is expected at this level, although some minor variations maybe allowed. Care is taken, however, not to focus on words that causeundue spelling difculties as keys, and both US and British Englishspellings are accepted.

PART 4 Multiple matchingThis part tests the candidates ability to identify the gist of a number ofshort texts on a theme by identifying speakers, topics, functions, attitudeand opinion.


Series of ve short extracts: heard twice.In this part, candidates listen to ve thematically-linked short

extracts, each of which has a different speaker. This part of the testinvolves two tasks, each consisting of ve questions, from whichcandidates choose the correct option from a list of six. The wholesequence is heard twice.

Recording informationThe instructions for each task are given on the question paper andare also heard on the recording. Before each text is heard, candidateswill have time to read through and think about the questions. Thelength of this preparation time is indicated on the tape. Candidatesshould use this time to familiarise themselves with the task and beginto make predictions about what they are likely to hear. A variety ofvoices, styles of delivery and accents will be heard in each listeningpaper to reect the various contexts presented in the recordings.

Preparation

General Classroom discussion activities in the target language provide an

invaluable source of listening practice.

Students ability to understand what they hear can improve

dramatically if they are regularly exposed to audio materials: themore English they hear, delivered at natural speed in a varietyof voices and contexts, the more condent they will become inextracting key information and gist meaning, even when they arenot able to decode every single word or phrase. These skills areessential to learners at Cambridge English: Legal level.

A daily learning programme which includes a hearing Englishcomponent from audio recordings will help prepare students forthe Test of Listening. Students should be exposed to varietiesof English and to the language of different contexts, e.g. formalannouncements, lectures, less formal talks, informal discussions,interviews, presentations, consultations, social situations, etc.

Students should be encouraged to deal with texts in differentways depending on the nature of the listening task. For example,they might listen to a text once for gist, producing a summary

PAPER 3: LISTENING


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of the main ideas or attitudes expressed. They could then beasked to listen to the same text again, this time retrieving specicinformation.

Make students aware of how much they themselves bring toa listening task. Encourage them to make predictions aboutlistening texts from their own experience and world knowledge.The rubric provides information about the speaker, topic and

context. Encourage students to use this information to help themtune in to the text quickly when they hear it.

Remind students that they should use the pause before eachrecording to read through the task carefully, so they are preparedfor what they hear. Encourage them to use the task on thequestion paper to guide them through the listening text and keeptheir place as they answer the questions.

Remind students that in long texts, the questions come in thesame order as the information in the recording and thereforereect the structure of the text. Help them to identify discoursemarkers, interviewers questions and other textual features thatstructure a text and are often reected in the layout and wordingof the task on the page.

Remind students that in the productive task (sentencecompletion in Part 3) they should write clearly when they copytheir answers onto the answer sheet, using capital letters. Onlyletters should be written on the mark sheet for objective tasks(multiple choice in Part 1 and Part 2, and multiple matching inPart 4).

Encourage students to answer all the questions, even if they arenot sure there are no marks deducted for wrong answers andtheyve probably understood more than they think.

By partPART 1

Remind students that there is a range of task focus in thesequestions, and they are not necessarily being tested on a detailedunderstanding of the text alone.

Questions may be focused on, for example, speaker purpose,attitude, opinion or agreement in dialogues. Some questions mayfocus on one specic piece of text, for example one speakersturn, or may be focused on a gist understanding of the whole text.

Students can be encouraged to concentrate on the question

stems, rather than the options, in their preparation so that theycan listen for the answer in the text and then match this to theclosest option.

PART 2

This is one of the longest parts of the Test of Listening, andstudents should be given plenty of exposure to longer interviewsand discussions.

Students need to follow the line of development in these textsand recognise when the conversation has moved on from oneparticular aspect of the issue being discussed to another. Forexample, on a rst listening in class, students can listen simplyfor the number of issues discussed, what they are, and where thenatural breaks in the dialogue come, as well as each speakersgeneral attitude towards those issues.

As in Part 1, students can be encouraged to concentrate on thequestion stems, rather than the options in their preparation sothat they can listen for the answer in the text and then match thisto the closest option.

The questions in this part will use language that paraphrasesand reports ideas from the text. As the texts often focus on theattitudes and opinions of speakers, which are discussed at length,

students need to have a good command of the meaning and useof the type of language used to report these ideas succinctly inthe questions. They will, for example, need to understand suchwords as reporting verbs (e.g. regrets, admits, recommends, etc.),adjectives and adverbs describing attitudes and feelings (e.g.disappointed, frustrated, unexpected, etc.) and words used toreport opinions (e.g. insists, suggests, denies, etc.) and degrees ofcertainty (e

22588 Handbook for Teachers

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