Handbook for teachers
International
Legal English
Certificate
ExpertsinLanguageAssessment
www.LegalEnglishTest.org
EMC/3336/7Y02 © UCLES 2007
Part/timing Content Test focus
Part 1 Multiple-choice cloze, with an emphasis on lexis. Candidates are expected to be able to:
1 Part 2 Open cloze, with an emphasis on structure. apply their knowledge of the language
READING Part 3 Word formation, with an emphasis on lexis. system to complete tasks based on law-related
1 hour 15 mins Part 4 A text preceded by multiple matching questions. texts; read and understand law- related texts;
Part 5 A text from which sentences have been removed and demonstrate a variety of reading skills
and placed in jumbled order after the text. including skimming, scanning, deduction of
Part 6 A text followed by four-option multiple-choice questions. meaning from context, and selection of
relevant information to complete tasks.
Part 1 One question requiring the production of a letter. Candidates are expected to be able to
2 Part 2 One question requiring the production of a memorandum. complete writing tasks covering a range of
WRITING law-related topics, in response to the stimuli
1 hour 15 mins provided and for a given purpose and target
reader.
Part 1 Three short unrelated extracts from monologues or exchanges between Candidates are expected to understand each
3 interacting speakers, followed by three-option multiple-choice questions. law-related text as a whole, gain detailed
LISTENING Part 2 A text involving interacting speakers, followed by three-option understanding and appreciate gist and the
40 mins (approx) multiple-choice questions. attitude of the speaker. They must also be able
Part 3 A sentence completion task following a monologue. to identify and interpret the context. Texts take
the form of consultations, meetings,
Part 4 Five short related extracts from monologues followed by two announcements, seminars, etc.
multiple-matching tasks.
Part 1 The candidates are asked to talk about themselves by Candidates are expected to be able to perform
4 responding to the interlocutor’s questions. a variety of spoken tasks on law-related topics.
Part 2 Each candidate in turn is given a choice of two topics with accompanying They must be able to demonstrate a range
SPEAKING written prompts. They select one of the topics and give a short of oral skills: interactional, social, transactional,
16 mins presentation for about one minute. The second candidate responds negotiation and collaboration.
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
ILEC content and overview
1
2 Introduction to Cambridge ESOL
4 Introduction to ILEC
6 ILEC support
ilec handbook | contents
Contents
Preface
7 General description
7 Structure and tasks
8 The six parts of the Test of Reading
9 Preparation
11 Sample paper
18 Answer key
19 Answer sheet
20 General description
20 Structure and tasks
20 The two parts of the Test of Writing
21 Preparation
22 Sample paper
26 Assessment
27 Sample scripts and commentaries
30 General description
30 Structure and tasks
31 The four parts of the Test of Listening
31 Preparation
33 Sample paper
37 Sample tapescript
41 Answer key
42 Answer sheet
INTRODUCTION
OVERVIEW OF ILEC
1
TEST OF READING
1
TEST OF WRITING
TEST OF LISTENING
TEST OF SPEAKING
43 General description
43 Structure and tasks
44 The four parts of the Test of Speaking
45 Preparation
47 Sample paper
51 Assessment
High-level language qualification for
lawyers
ILEC is an examination set at levels B2 and C1 of the
Common European Framework of Reference for Languages.
ILEC is equivalent in level to the Cambridge First Certificate
in English and Certificate in Advanced English, and assesses
language skills in a legal context. Examinations at the C1
level may be used as proof of the level of language necessary
to work in an international legal context or to follow a course
of legal study at university level.
Internationally recognised
ILEC is a Cambridge ESOL examination, developed in
co-operation with TransLegal – Europe’s leading firm of
lawyer-linguists.
It is recognised by leading associations of lawyers including
the European Company Lawyers Association, the European
Law Students Association, the International Association of
Young Lawyers, and the European Young Bar Association.
This handbook is for anyone who is preparing candidates
for the Cambridge ESOL International Legal English
Certificate (ILEC).
The introduction gives an overview of ILEC and its place
within the Cambridge ESOL range of examinations. This
is followed by a focus on each paper and includes
information on content, advice on preparation and sample
examination papers.
GLOSSARYInside back cover Glossary of testing terms
Inside front cover ILEC content and overview
2
1
3
4
2
*The ILEC examination covers both levels B2 and C1
I The Association of Language Testers in Europe
(ALTE)
Cambridge ESOL is a member of the Association of Language
Testers in Europe (ALTE), which was formed in 1990. The
members are all providers of language examinations and
certificates from countries within Europe.
The principal objectives of ALTE are as follows:
• to promote the transnational recognition of certification,
especially in Europe
• to establish common standards for all stages of the
language testing process, i.e. test development, question
and materials writing, test administration, marking and
grading, reporting of test results, test analysis and
reporting of findings
• to collaborate on joint projects and in the exchange of
ideas and know-how.
Cambridge ESOL examinations fulfil the Code of Practice
established by ALTE. This Code of Practice focuses on the
responsibilities of both examination providers and
examination users and covers four main areas:
• developing examinations
• interpreting examination results
• striving for fairness
• informing examination takers.
For more information on ALTE please visit www.ALTE.org
I Key features of Cambridge ESOL examinations
Cambridge ESOL undertakes:
• to assess language skills at a range of levels, each of
them having a clearly defined relevance to the needs of
language learners
• to assess skills which are directly relevant to the range
of uses for which learners will need the language they
Introduction to Cambridge
ESOL
I University of Cambridge ESOL Examinations
University of Cambridge ESOL Examinations (Cambridge ESOL)
provides an extensive range of examinations, certificates and
diplomas for learners and teachers of English, with a tradition
of language assessment dating back to 1913. Cambridge ESOL
is a part of the Cambridge Assessment group, which is a
department of the University of Cambridge and one of the
world’s largest educational assessment agencies*.
Cambridge ESOL examinations can be taken by anyone whose
first language is not English. They are suitable for learners of
all nationalities, whatever their first language and cultural
background, and there are examinations suitable for learners
of almost any age. The range of Cambridge ESOL examinations
includes specialist examinations in Business English and
English for Academic Purposes, as well as tests for young
learners and a suite of certificates and diplomas for language
teachers.
The examinations cover all four language skills – reading,
writing, listening and speaking. They include a range of tasks
which assess candidates’ ability to use English, so that in
preparing for the examinations, candidates develop the skills
they need to make practical use of the language in a variety of
contexts. Above all, what the Cambridge ESOL examinations
assess is the ability to communicate effectively in English.
Cambridge ESOL is committed to providing examinations of
the highest possible quality. This commitment is underpinned
by an extensive programme of research and evaluation, and by
continuous monitoring of the marking and grading of all
Cambridge ESOL examinations. Of particular importance is the
rigorous set of procedures which are used in the production
and pretesting of question papers.
I The Common European Framework of Reference for
Languages (CEFR)
Cambridge ESOL exams are linked to the Common European
Framework of Reference for Languages: Learning, teaching,
assessment, published by the Council of Europe. In fact they
are the only certificated exams referred to in the Framework
document as specifically linked to it by a long-term research
project.
Qualifications are plotted against six clearly defined levels.
This makes it easy for anyone involved in language teaching
and testing (learners, teachers, teacher trainers, etc.) to see the
level of different qualifications. It also means that employers
and educational institutions can easily compare qualifications
and see how they relate to exams they already know in their
own country.
ilec handbook | introduction to cambridge esol
*Cambridge Assessment is the operating name for the University of
Cambridge Local Examinations Syndicate (UCLES).
C2 Mastery
C1* Effective Operational Proficiency
B2* Vantage
B1 Threshold
A2 Waystage
A1 Breakthrough
Council of Europe
Common European Framework of Reference Levels
3ilec handbook | introduction to cambridge esol
have learned, and which cover the four language skills –
reading, writing, listening and speaking – as well as
knowledge of language structure and use
• to provide accurate and consistent assessment of each
language skill at the appropriate level
• to relate the examinations to the teaching curriculum in
such a way that they encourage positive learning
experiences, and to seek to achieve a positive impact
wherever possible
• to endeavour to be fair to all candidates, whatever their
national, ethnic and linguistic background, gender or
disability.
Cambridge ESOL examinations are designed around four
essential qualities: validity, reliability, impact and practicality.
Validity is normally taken to be the extent to which a test can
be shown to produce scores which are an accurate reflection
of the candidate’s true level of language skills. Reliability
concerns the extent to which test results are stable, consistent
and accurate, and therefore the extent to which they can be
depended on for making decisions about the candidate.
Impact concerns the effects, beneficial or otherwise, which an
examination has on the candidates and other users, whether
these are educational, social, economic or political, or various
combinations of these. Practicality can be defined as the
extent to which an examination is practicable in terms of the
resources needed to produce and administer it. All these
factors underpin the development and production of
Cambridge ESOL examinations.
4
Introduction to ILEC
I The aims of ILEC
• to assess candidates’ ability to operate in English in an
international legal environment
• to allow candidates to demonstrate to employers their
ability to communicate in English with clients and
colleagues
• to allow candidates to demonstrate to educational and
training institutions their ability to follow a course of
legal study where a significant portion of the instruction
is in English
• to have a positive and beneficial impact on the content
and delivery of English language training courses for
legal purposes
• to provide an examination to do this which is fair to all
candidates and which is delivered to international
standards
• to allow test users to compare candidates’ results with
other qualifications which are linked to the Common
European Framework of Reference for Languages.
I The content of ILEC
ILEC comprises the Test of Reading, the Test of Writing, the Test
of Listening and the Test of Speaking. Each test is based on
realistic texts, tasks and topics similar to those practitioners
would expect to encounter in their daily working lives.
The examination texts and topics are set in the context of
international commercial law. The following list is an
illustration of some of the areas of law featured in ILEC:
• 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 ILEC examination will also cover relevant aspects of legal
practice.
Please note: this list is not exhaustive and is reviewed at regular
intervals to ensure ILEC is up to date and continues to meet the
needs of its target users.
I The level of ILEC
ILEC assesses English language ability used in a legal context
at Council of Europe ‘Vantage’ Level (B2) and Council of Europe
‘Effective Operational Proficiency’ Level (C1) for general
language proficiency.
I Recognition of ILEC
ILEC is recognised by leading associations of lawyers including:
• the European Company Lawyers Association
• the European Law Students Association
• the International Association of Young Lawyers, and
• the European Young Bar Association.
The ALTE ‘Can Do’ Project
The Association of Language Testers in Europe (ALTE) has
developed a framework which covers six levels of language
proficiency aligned to the Council of Europe Common European
Framework of Reference for Languages. Long-term research
carried out by ALTE has shown what language learners can
typically do at each level.The table below gives some examples
of typical ability in the work domain in each of the skill areas at
ILEC B2 and C1 levels.
ilec handbook | introduction to ilec
‘Can Do’ summary
Typical candidates at C1 level
Listening and Speaking
CAN follow discussion with only occasional need for clarification.
CAN deal with unpredictable questions.
CAN argue their case effectively and specify needs precisely.
CAN engage in an extended conversation with colleagues and clients
on matters within their authority/competence.
Reading and Writing
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.
Typical candidates at B2 level
Listening and Speaking
CAN ask for factual information and understand the answer.
CAN ask questions, for example for clarification, while following a
lecture, talk or presentation.
AN express own opinion, and present arguments to a limited extent.
CAN give a simple, prepared presentation on a familiar topic.
Reading and Writing
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.
5
I Varieties of English
Candidates’ responses to tasks in ILEC are acceptable in
varieties of English which would enable candidates to function
in the widest range of international contexts. Candidates are
expected to use a particular variety with some degree of
consistency in areas such as spelling, and not for example
switch from using a British spelling of a word to an American
spelling of the same word in the same written response to a
given task.
ILEC texts are based on authentic source material from many
English-speaking countries.
I ILEC candidature
ILEC is suitable for law students and practising lawyers who
are seeking employment in an international legal setting.
This includes law students who are:
• seeking employment in an international commercial law
context, e.g. law firms, company legal departments, and
government agencies
• intending to study law where the course includes a
significant English language content, either in their own
country or abroad
• seeking certification to demonstrate their English
language proficiency.
It includes practising lawyers who are:
• seeking new employment in an international
commercial law context
• seeking promotion within their own organisations
• learning English as part of a training programme
• seeking certification to demonstrate their English
language proficiency.
To access ILEC, candidates need a level of English of at least B2
on the Council of Europe’s Common European Framework of
Reference for Languages.
ILEC candidates are expected to be familiar with some legal
concepts and terminology commonly associated with
international commercial law.
I ILEC administration
ILEC is held each year in May and November in centres
worldwide. Candidates must enter through an authorised
centre. A list of centres is available online at
www.legalenglishtest.org
I Grading and results
The four ILEC papers total 200 marks, after weighting. Each
paper is weighted to 50 marks.
Results are reported as three passing grades (C1 Pass with
Merit, C1 Pass and B2 Pass) and two failing grades (Narrow Fail
and Fail). The percentage of marks needed to achieve each
grade may vary slightly from session to session depending on
the precise difficulty of the individual papers which make up
the particular examination. A candidate’s overall ILEC grade is
based on the total score gained by the candidate in all four
papers. It is not necessary to achieve a satisfactory level in all
four components in order to pass the examination as the final
mark on which the grade is awarded is based on the aggregate
score of all of the test components. Candidates who perform
poorly on one component can compensate by performing well
on the other components.
The overall grade boundaries are set according to the
following information:
• statistics on the overall candidate performance
• statistics on individual items, for those parts of the
examination for which this is appropriate (Reading and
Listening)
• advice from senior marking personnel, based on the
performance of candidates and recommendations of
examiners, where this is relevant (Writing and Speaking)
• information on the candidature
• comparison with statistics from previous years’
examination performance and candidature, once these
are available.
Statements of results are sent out to all candidates and
include a graphical display of the candidate’s performance in
each component. These are shown against the scale
Exceptional – Good – Borderline – Weak, and indicate the
candidate’s relative performance in each component.
I Notification of results
Statements of results are issued through centres
approximately six weeks after the examination has been
taken. Certificates are issued about four weeks after the issue
of statements of results. Enquiries about results may be made
through Local Secretaries within a month of the issue of
statements of results.
I Special circumstances
Special circumstances covers three main areas: special
arrangements, special consideration and malpractice.
• Special arrangements:
These are available for candidates with a permanent or
long-term disability, such as a visual or hearing difficulty, or
a temporary difficulty such as a broken hand, or ear
infection affecting a candidate’s ability to hear clearly. They
may include extra time, separate accommodation or
equipment, Braille transcription, etc. Consult the
Cambridge ESOL Local Secretary in your area for more
details.
• Special consideration:
Cambridge ESOL will give special consideration to
candidates affected by adverse circumstances immediately
before or during an examination. Special consideration can
ilec handbook | introduction to ilec
6
be given where an application is sent through the centre
and is made within ten working days of the examination
date. Examples of acceptable reasons for giving special
consideration are in cases of illness or other unexpected
events.
• Malpractice:
Cambridge ESOL will consider cases where candidates are
suspected of copying, collusion or breaking the
examination regulations in some other way. Results may be
withheld because further investigation is needed or
because of infringement of regulations. Centres are notified
if a candidate’s results have been investigated.
ILEC support
I Course materials
A coursebook and practice materials for ILEC are published by
Cambridge University Press, and other publishers have
announced their intention to produce materials linked to ILEC.
Information on materials available and forthcoming can be
accessed online at www.legalenglishtest.org. ILEC requires an
all-round language ability and this should be borne in mind
when selecting course materials.
N.B. Cambridge ESOL does not undertake to advise on textbooks or
courses of study.
I Past papers and examination reports
Cambridge ESOL publishes ILEC past examination papers
which can be used for practice, and examination reports,
which provide a general view of how candidates performed
overall and on each paper and offer guidance on the
preparation of candidates. Details of how you can order past
papers and examination reports, and a downloadable order
form, can be obtained at
www.CambridgeESOL.org/support/pubs/index.cfm
The sample question papers included in this handbook have
been produced to reflect the format of the examination.
However, candidates are strongly advised not to concentrate
unduly on working through practice tests and examinations as
this will not by itself make them more proficient in the
different skills.
I On-line support
Cambridge ESOL provides an on-line resource for teachers,
designed to help them understand ILEC better and to prepare
candidates more effectively.
The Teaching Resources website can be found at
www.CambridgeESOL.org/teach or via
www.legalenglishtest.org
I Seminars for teachers
Cambridge ESOL offers seminars designed to introduce
teachers, administrators, school directors, etc. to ILEC. Contact
your nearest centre for information. To find your nearest
centre, please visit www.CambridgeESOL.org
I Further information
Copies of the Regulations and details of entry procedure,
current fees and further information about this and other
Cambridge examinations can be obtained from the Cambridge
ESOL centre in your area, or from the address on the back
cover of this handbook.
ilec handbook | ilec support
7ilec handbook | 1: test of reading
GENERAL DESCRIPTION
Paper format The paper consists of a range
of law-related texts and
accompanying tasks. A text
may consist of several short
pieces.
Timing 1 hour 15 minutes.
No. of parts There are six parts. Parts 1 to 3
test candidates’ knowledge
and control of the language
system. Parts 4 to 6 test
candidates’ understanding of
the meaning of written English
at word, phrase, sentence and
paragraph level.
No. of questions 54.
Task types Multiple-choice cloze, open
cloze, word formation,
multiple matching, gapped
text and four-option multiple-
choice.
Text focuses These include semantic
precision, grammatical and
lexico-grammatical
knowledge, affixation and
compounds, awareness of text
structure, 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
approximately 2,500 words in
total.
Answer format Candidates indicate answers
by shading a box or writing a
word on a machine-readable
answer sheet.
Marks Questions 1–36 carry one
mark.
Questions 37–54 carry two
marks.
STRUCTURE AND TASKS
PART 1
Task type Multiple-choice cloze.
and focus The testing focus is on lexis (e.g. semantic
precision, collocations, fixed phrases and linking
words/phrases).
Format Two modified cloze texts each containing 6 gaps
and followed by 6 four-option multiple-choice
questions.
No. of Qs 12.
PART 2
Task type Open cloze.
and focus Grammatical and lexico-grammatical.
Format A modified cloze text containing 12 gaps.
No. of Qs 12.
PART 3
Task type Word formation.
and focus Lexical (affixation and compounding).
Format Two short texts, each containing six gaps.
Candidates must form an appropriate word to
complete each gap using the given base words.
No. of Qs 12.
PART 4
Task type Multiple matching.
and focus Reading for detail and gist.
Format A single text divided into four sections, or four
related short texts preceded by multiple matching
questions.
No. of Qs 6.
PART 5
Task type Gapped text.
and focus Cohesion, coherence, text structure, global
meaning.
Format A text from which sentences have been removed
and placed in jumbled order after the text.
Candidates must decide from where in the text
the sentences have been removed.
No. of Qs 6.
PART 6
Task type Multiple-choice.
and focus Reading for detail, gist, opinion, implication and
referencing.
Format A text followed by four-option multiple-choice
questions.
No. of Qs 6.
1 TEST OF
READING
8
The six parts of the
Test of Reading
I PART 1 – MULTIPLE-CHOICE CLOZE
In this part, there is an emphasis on vocabulary and linking
words/phrases.
Sample task and answer key: pages 12 and 18.
Each correct answer in Part 1 receives 1 mark.
Part 1 requires candidates to choose a word or phrase from a
set of four (A, B, C, D) to fill a gap in a text. This involves
choosing the answer which has the right meaning and fits
both grammatically and within the text as a whole. This part
of the paper tests knowledge of aspects of vocabulary, such as
fixed phrases and collocations, shades of meaning, phrasal
verbs and linkers. There are two short texts, each containing
six questions. The first text contains an example.
I PART 2 – OPEN CLOZE
In this part, there is an emphasis on structure.
Sample task and answer key: pages 13 and 18.
Each correct answer in Part 2 receives 1 mark.
Part 2 is an open modified cloze task, consisting of a text with
12 gaps, plus one example. Candidates have to fill each gap in
the text with one word only. This part focuses mainly on
awareness and control of structural items such as
conjunctions, prepositions, pronouns, auxiliaries, quantifiers,
etc. Answers must be grammatically correct at phrase and
sentence level, and also be appropriate to the meaning of the
whole text. There may be more than one word which is
acceptable for a gap, but candidates should only supply one
word.
I PART 3 – WORD FORMATION
In this part, there is an emphasis on vocabulary.
Sample task and answer key: pages 14 and 18.
Each correct answer in Part 3 receives 1 mark.
Part 3 is designed to test word formation through affixation
and compounding. Candidates are required to supply an
appropriate word, formed from a given base word, to fill a gap
in a text. There are two short texts, each containing six
questions. The first text contains an example.
I PART 4 – MULTIPLE MATCHING
This part tests the candidate’s general understanding of a text and
their ability to locate specific information within it.
Sample task and answer key: pages 15 and 18.
Each correct answer in Part 4 receives 2 marks.
Part 4 requires candidates to scan a text which is divided into
four sections, or four short texts. Candidates are required to
match questions with the relevant information from the text.
Some of the options will need to be used more than once.
The questions for the multiple matching task are printed
before the text to replicate a real-world situation where
candidates know their purpose in reading a text. There are six
questions.
I PART 5 – GAPPED TEXT
This part tests candidates’ understanding of how texts are structured
and their ability to follow the detailed meaning and argument of a
text.
Sample task and answer key: pages 16 and 18.
Each correct answer in Part 5 receives 2 marks.
Part 5 requires candidates to select the sentences which fit the
gaps in a text. In each case only one answer is correct. The
task consists of a single-page gapped text followed by the
options, including one extra sentence which does not fit in any
of the gaps.
Candidates need to read the gapped text first in order to gain
an overall idea of the structure and the meaning of the text,
and to note in particular the information and ideas that
appear before and after each gap. Then they should decide
which sentence fits each gap. Each letter may be used only
once. There are six questions.
I PART 6 – MULTIPLE-CHOICE
This part tests candidates’ detailed understanding of a text, including
the opinions expressed in it.
Sample task and answer key: pages 17 and 18.
Each correct answer in Part 6 receives 2 marks.
Part 6 consists of a single-page text followed by multiplechoice
questions. 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 focusing on the meaning of a particular word or
phrase in the text, or on a reference word such as a pronoun.
The questions are presented in the same order as the
ilec handbook | 1: test of reading
information in the text, and can be answered correctly only by
close reference to the text. Candidates should read each
question very carefully, as well as the four possible answers.
There are six questions.
Preparation
General
I Make sure the students read as widely as possible in class
and at home. Classroom reading can include a range of
reading texts from authentic sources such as law textbooks,
law journals, web pages and, if possible, legal correspondence.
Encourage students to interact fully with each text by focusing
on pre-reading questions. These stimulate interest in the topic
dealt with by the text and train students in prediction
techniques.
I It will be useful for students to refer to dictionaries and
grammar books while studying. However they should also be
encouraged to read texts without thinking that they need to
understand every word. They are not allowed to use a
dictionary in the examination and they should be trained to
try to guess the meaning of unknown words from the context.
Students sometimes spend too long processing the text at
word level rather than trying to get a more ‘top down’ view of
what it is about.
I It is important to make sure the students are familiar with
the standard format of the test by going through the sample
materials with them.
I Make sure students are familiar with the instructions on
the front page of the question paper, and for each part of the
test. They should also be familiar with the technique of
indicating their answer on the separate answer sheet, so that
they can do this quickly and accurately. They will need to be
shown how to do this and to practise in a timed exercise. They
need to think about the relative merits of transferring their
answers on to the answer sheet at the end of each task or
waiting until the end of the test. If they find it difficult to
complete the six parts in the time allowed, it may be wiser to
transfer answers after each part.
I When students are familiar with the different task types, it
is a good idea to discuss which part(s) take them longer to
complete. Following this discussion you may wish to suggest
possible timings for each task. Students may prefer to attempt
tasks which they find easier first. Students need to be
reminded that each of the six parts is weighted to carry an
equal number of marks. The outcome of the discussion will
also help you to decide which sections of the paper to focus on
for further practice and may lead on to assistance with faster
reading strategies.
I Remind students to check the spelling of their answers to
Parts 2 and 3, as incorrect spelling is penalised, and to write
clearly and in capital letters.
By part
I PART 1
I Students should be encouraged to read extensively from
appropriate sources in order to build up a wide vocabulary. In
doing so, they should pay attention to the shades of meaning
differentiating sets of similar words, collocation and
complementation.
I Any vocabulary-building activity working with lexis
relevant to legal English is likely to be useful in preparing for
this task.
I Spend time practising linking words and phrases (which
will also benefit students’ writing skills).
I Advise students to consider all the options carefully before
deciding on their answer. Several of the options may appear
possible, but only one will be semantically and grammatically
correct in that particular context.
I PART 2
I Some gaps can be filled by referring just to the immediate
phrase or sentence, but others will require understanding of
the paragraph or whole text. Where relevant, students should
be encouraged to try to circle the word or words in the text
that determine the answer.
I The kinds of words which are gapped may sometimes
correspond to the kinds of errors that students make, so
discussion of their writing may be useful.
I Remind students that only one word is required for each
answer. Answers of more than one word will be marked
wrong.
I Remind students to use the context to help them identify
the missing part of speech, e.g. conjunction, preposition,
pronoun, auxiliary, quantifier, etc.
I PART 3
I Remind students that they need to understand the context
of each gap in the text to decide which part of speech (noun,
verb, adjective or adverb) is required.
I Sometimes a plural form or a specific part of a verb will be
required.
I Sometimes a negative prefix will be required. There is often
at least one word requiring a prefix (e.g. un-, im-, ir-, dis-, etc.)
in a Part 3 task, so check that students are aware of these
forms.
I PART 4
I Encourage students to highlight key words in the question,
to help them focus their reading.
I Discourage students from selecting an answer solely on the
basis of matching a word in the question with a word in the
text, as careful reading is required to ensure an accurate
match in terms of meaning.
9ilec handbook | 1: test of reading
10
I Students may benefit from practice in paraphrasing, as the
wording of the question is likely to differ from that of the text.
Ask students to divide suitable texts into four sections and to
identify ideas within each section, focusing on how the
sections are similar and how they are different. They can then
use paraphrasing to write their own questions.
I PART 5
I Encourage students to read the text as a whole, and not to
focus on each gap separately. They need to understand that an
idea of the structure and the development of the theme of the
text is necessary before starting to do the task. Students
frequently make the wrong choices by selecting options which
fit the text before the gap, and neglecting to check that the
text after the gap follows on smoothly.
I Part 5 requires an overt focus on cohesion and coherence to
which some students may not be accustomed; give students
plenty of practice in recognising a wide range of linguistic
devices which mark the logical and cohesive development of a
text, e.g. words and phrases indicating time, cause and effect,
contrasting arguments, pronouns, repetition and use of verb
tenses.
I Alert students to the dangers of simply matching options
and sections of the text containing the same words. The task
is designed to test understanding of the development of ideas,
opinions and events rather than the superficial recognition of
individual words.
I It would be useful for students to reassemble texts that
have been cut up, discussing why sentences do or do not fit
together. They may also benefit from altering the cohesion of
texts to make sentences fit together or prevent them from
doing so.
I The cut and paste function of word processing packages
can be exploited in preparing for this task.
I PART 6
I Students should read the whole text before reading the
multiple-choice questions. Particularly since three of the four
options are incorrect, there is little point in trying to absorb
them all before tackling the text. Instead, students should be
trained to check each option in turn against the evidence of
the text.
I Students should be encouraged to read each question itself
very carefully, as well as the four options. In the case of items
which take the form of an incomplete sentence, the completed
sentence created by matching it to an option must match
what is written in the text, and not just the option itself.
I As in the other parts of the test, it is important that
students avoid simply matching words in the text with words
in the question or option. Careful study of the questions and
text is very important.
I When working through the sample task it may be useful if
students try to answer the question in their own words and
then check their formulation against the options, rather than
reading the options first. It may also be useful to ask students
to underline the part of the text where they found the answer
and then justify it to the rest of the class, and even to identify
the information that the distractors are based on.
ilec handbook | 1: test of reading
11ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Sample paper cover
12 ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Part 1 (Questions 1–6)
13ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Parts 1 (Questions 7–12) and 2 (Questions 13–24)
14 ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Part 3 (Questions 25–36)
15ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Part 4 (Questions 37–42)
16 ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Part 5 (Questions 43–48)
17ilec handbook | 1: test of reading | sample paper
ILEC Test of Reading
Part 6 (Questions 49–54)
Sample paper answer key
18
ILEC Test of Reading
ilec handbook | 1: test of reading | answer key
ILECReadingSampleQuestionPaperAnswerKey
1D
2A
3B
4A
5C
6D
7D
8C
9B
10A
11C
12B
13NONE
14IN
15TO
16SUCH
17DO
18BEEN
19AS
20ALTHOUGH/THOUGH/WHILE/WHILST
21OF
22OR
23HOW
24ALL
25FRAMEWORK
26OBLIGATIONS
27PROSPEROUS
28ACCOUNTABLE
29VIRTUALLY
30SETTLEMENT
31EVASION
32IRREGULARITY/IRREGULARITIES
33OFFENCE/OFFENSE
34FACILITATE
35DISCIPLINARY
36DISCLOSURE
37B
38D
39A
40D
41C
42B
43F
44C
45E
46G
47A
48D
49B
50C
51C
52B
53D
54A
Answer sheet
19
ILEC Test of Reading
ilec handbook | 1: test of reading | answer sheet
20 ilec handbook | 2: test of writing
The two parts of the
Test of Writing
Part 1 of the Test of Writing carries 40% of the total
marks available and Part 2 carries 60% of the total
marks available.
I Expected word length
Candidates are asked to write 120–180 words for Part 1 and
200–250 words for Part 2. Significantly fewer words are likely to
mean that the task has not been completed whereas over-long
pieces of writing may involve irrelevance or have a negative
effect on the target reader. If this is the case, over-length or
under-length answers will be penalised.
I Irrelevance
The examiners’ first priority is to give credit for the
candidates’ efforts at communication, but candidates are
penalised for content irrelevant to the task set as in the real
world this would have a negative impact on the target reader
and would interfere with communication.
GENERAL DESCRIPTION
Paper format The paper consists of two
law-related writing tasks in
response to stimuli
provided and for a given
purpose 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 the two parts but, in
both, candidates are
required to cover all the
content points. In Part 1,
the focus is on concise
expression, accuracy of
language, organisation of
content and appropriacy.
Range of vocabulary and
structure will be defined by
the task. In Part 2,
candidates have more
scope to display their
linguistic competence as
there is more flexibility in
content than in Part 1. The
focus is on range of
vocabulary and structure
and grammatical accuracy.
Answer format Candidates write their
answers on the question
paper.
Marks Part 1 carries 40% of the
total marks available and
Part 2 carries 60% of the
total marks available.
STRUCTURE AND TASKS
PART 1
Task type A letter.
and focus Explaining, refuting, presenting and developing
arguments, suggesting, etc.
Format Candidates are required to produce a letter based on
a rubric, input letter and five content points.
No. of tasks One compulsory task.
and length 120–180 words.
PART 2
Task type A memorandum.
and focus 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 a memorandum
based on a rubric, including four content points.
No. of tasks One compulsory task.
and length 200–250 words.
2 TESTOF
WRITING
21ilec handbook | 2: test of writing
I PART 1
This part tests the candidate’s ability to produce a letter in response
to an input text.
I Task type and focus
A 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, specifically opening
salutation, paragraphing and closing phrasing, are required
but it is not necessary to include postal addresses. Candidates
who do include addresses will not be penalised.
I Task format
Candidates need to base their answer on the input material.
This input is made up of a letter and accompanying notes, a
number of which will require the candidate to address lawrelated
issues relevant to the context of the task. It is very
important that candidates cover the function(s) specified in
the rubric so that the target reader is fully informed.
Candidates must read all of the input material carefully.
Candidates need to adopt an appropriate style, layout and
register for the task: the overall aim of the task being to have a
positive effect on the target reader. Listing information in
simple sentences is not enough: organisation and cohesion,
clear layout, balance, appropriate register, control and
accuracy of language are all important features of task
achievement. Evidence of range of language is also required,
which means building on key words from the input rather
than lifting whole segments. Part 1 tasks offer candidates the
opportunity to expand on the information given and this
enables them to demonstrate their range of language.
I PART 2
This part tests the candidate’s ability to produce a memorandum in
response to input.
I Task type and focus
A memorandum. The range of functions in the task may
include presenting and developing arguments, expressing and
supporting opinions, evaluating ideas, describing,
summarising, recommending, persuading, explaining,
apologising, reassuring, complaining, etc.
I Task format
There is less reading input for this task than for Part 1. The
writing task in Part 2 has a context, a purpose for writing and a
target reader specified. Attention to every element in the rubric
is essential for effective task achievement and candidates will
be expected to develop law-related topics and discuss lawrelated
issues in a non-technical way in their answers.
Preparation
General
I When preparing students for the examination, it is
important to make sure they are familiar with the paper and
the range of task types and topics. Students will need
guidance on the particular features of each task type and the
appropriate style and tone. An inappropriate style is not
specifically penalised but may mean that the overall
impression mark is adjusted.
I Train your students to read the questions carefully,
underlining the most important parts. They then need to plan
an answer which addresses all the points required by the task.
This will help them balance their answers so that a range of
language can be demonstrated.
I The time allowed for the Writing paper (1 hour 15 minutes)
is designed to be sufficient for students to make brief plans
and then write their two answers as clearly as possible. They
should not worry if they make mistakes but they should make
clear corrections so that the examiner can follow and mark
what they have written.
I Your students will need practice in writing tasks at this
level within the word limit so that they know when they have
written enough in their own handwriting.
I Students need to think carefully about who the target
reader is for each task and try to write in an appropriate style
and tone. Is the target reader, for example, a client, a colleague
or someone in a position of authority? Do they need to present
difficult information politely (as in a complaint) or are they
trying to persuade somebody to do something? The balance
between the function(s) required by the task and the
relationship with the target reader is important.
I When planning their writing, it is important that students
use effective paragraphing and they should be encouraged to
develop each of the required points in a separate paragraph.
Headings in Part 2 memoranda also often make the text easier
for the target reader to follow.
I Using a variety of linking words is important, as is ensuring
that the flow of ideas in the writing is logical and easy for the
reader to follow. At levels B2 and C1, it is particularly
important that students can demonstrate an overall cohesion
to the whole task as well as at sentence level.
I Students should be encouraged to use a range of complex
language. If, in doing so, they make mistakes, the examiner
will always give credit for the complex language attempted as
long as the mistakes do not impede communication. Students
will need practice in developing points as fully as possible in
order to demonstrate a range of language and in using as wide
a variety of vocabulary as possible by, for example, using
synonyms. Credit will also be given for the appropriate use of
legal terminology.
I Errors which do not impede communication may,
22
I The task is made up of an input letter with notes. Students,
therefore, need practice in reformulating the language used in
note forms into full sentences, paying particular attention to
verb tenses and use of definite/indefinite articles.
I PART 2
I Good answers will contain detailed and specific
information and it is, therefore, useful practice for students to
brainstorm their ideas in class in order to generate
appropriate content. Once ideas have been generated,
students need guidance in how to organise the content of
their answers. It is useful to consider what knowledge can be
assumed and what should be included and to what extent
factual points need illustration.
I Part 2 questions have four content points to address.
Students need to be trained not only to address all four points
but also to consider the balance of their answers. The points
do not necessarily require equal amounts of writing and it is
important when reading the question to notice whether, for
example, the question asks for a brief consideration of
something.
I Remind your students that they should not reproduce a
task that they have done in class on a similar topic as such
answers rarely address the task set. It is essential that they
address the points in the rubric and not simply write 250
words on the topic.
ILEC Test of Writing
Sample paper cover
ilec handbook | 2: test of writing | sample paper
nonetheless, affect the overall success of the communication
and students need regular practice in checking their work for
errors and inaccuracies. Encouraging students to make
systematic checks of their work – verb tenses or
singular/plural agreements, for example – is useful.
I Make your students aware of the importance of spelling
and punctuation. Although spelling errors and faulty
punctuation are not specifically penalised, they can
sometimes impede communication. If so, the overall mark
may be adjusted. American usage and spelling are as valid as
British usage and spelling.
I Part 2 on the Test of Writing carries more marks than Part 1
so your students should practise planning the time they spend
on each question carefully.
By part
I PART 1
I Train your students to read the opening paragraphs and
instructions and to think carefully about what their role is and
the purpose of the task, who they are writing to and why and
what they are trying to achieve in the task.
I Students can use key words from the question but should
not lift whole segments of the input. No credit is given for
language which has been obviously lifted from the question.
Students should therefore be given practice in using their own
words when using information from the input.
23ilec handbook | 2: test of writing | sample paper
ILEC Test of Writing
Part 1
24 ilec handbook | 2: test of writing | sample paper
ILEC Test of Writing
Part 2
25ilec handbook | 2: test of writing | sample paper
ILEC Test of Writing
Part 2
ilec handbook | 2: test of writing | assessment26
Assessment
Trained examiners award a mark to each piece of writing
using two mark schemes – the General Mark Scheme and the
Task-specific Mark Scheme. The General Mark Scheme
summarises performance with reference to content,
organisation and cohesion, range and accuracy of vocabulary,
range and accuracy of grammatical structures and effect on
the target reader across six bands. The Task-specific Mark
Scheme focuses on criteria specific to each task.
Examples of candidate responses, together with the TaskSpecific
Mark Schemes, can be found on pages 27–29.
Candidates are penalised for dealing inadequately with the
requirements of the Task-Specific Mark Scheme. The accuracy
of language, including spelling and punctuation, is assessed
on the general scale for all tasks.
I Marking
A mark is awarded to each piece of writing.
A panel of expert examiners is divided into small teams, each
with a very experienced examiner as Team Leader. A Principal
Examiner guides and monitors the marking process.
Examiners discuss the Task-Specific and General Mark
Schemes and refer to them regularly while they are working.
During marking, each examiner is allocated scripts chosen at
random from the whole entry in order to ensure that there is
no concentration of good or weak scripts or of one large centre
of one country in the allocation of any one examiner.
The ILEC General Mark Scheme is interpreted at Council of
Europe Levels B2 and C1.
A summary of the General Mark Scheme is given below.
Examiners, who are co-ordinated prior to each examination
session, work with a more detailed version, which is subject to
updating.
ILEC
General Mark Scheme
Bands 5 and 6 represent adequate and good performance at C1
while Bands 3 and 4 represent adequate and good
performance at B2. Band 2 and below represent an inadequate
performance on the ILEC Test of Writing.
I Spelling and punctuation
These are important aspects of accuracy and are always taken
into account. American spelling is equally valid, but there
should be consistency.
I Handwriting
If handwriting interferes with communication without
preventing it, the candidate will be penalised. Totally illegible
scripts receive Band 0.
I Irrelevance
The examiners’ first priority is to give credit for the
candidates’ efforts at communication, but candidates are
penalised for content irrelevant to the task set.
ilec handbook | 2: test of writing | assessment
BAND
5
There is good realisation of the task set and the main ideas are
relevant and developed. Ideas are logically organised and a good
range of vocabulary and structures is used accurately. Register is,
on the whole, appropriate. There would be a positive effect on
target reader.
BAND
4
There is reasonable realisation of the task set and the main ideas
are relevant with some development. Ideas are generally
logically organised and a reasonable range of vocabulary is used.
There may, however, be some non-impeding errors in spelling
and/or word formation. Register is reasonably appropriate.
Simple and complex structures are used but flexibility may be
limited. It would achieve the desired effect on target reader.
BAND
3
There is an adequate realisation of the task set and the main
ideas are relevant but some may lack clarity. Ideas are generally
logically organised and an adequate range of vocabulary is used
but word choice may lack precision in places. There is an
adequate range of structures used although errors in grammar
occur and may cause difficulty for the reader. Register may be
inconsistent/inappropriate. It would, on the whole, achieve the
desired effect on the target reader
BAND
2
The task is not adequately addressed and, while there is
evidence of organisation, it is not wholly logical. The range of
vocabulary is limited but minimally adequate for the task. The
range of structures is limited and at times repetitive. Register is
often inconsistent/inappropriate. There would be a negative
effect on the target reader.
BAND
1
The attempt at the task is poor and ideas are not organised
coherently. The range of vocabulary is inadequate for or
unrelated to the task and the range of structures is very limited.
Register is inappropriate for the task. There would be a very
negative effect on the target reader.
BAND
0
The attempt achieves nothing and there is too little language for
assessment or it is totally irrelevant or totally illegible.
BAND
6
The task set is fully realised and the ideas are relevant and well
developed. Ideas are logically organised and a wide range of
vocabulary and complex structures is used effectively. Register is
consistently appropriate. There would be a very positive effect on
the target reader.
Sample scripts and
commentaries
PART ONE
Script A
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 office. 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
Band 1
This is a poor attempt at the task, with most points either
omitted or misunderstood. Despite some paragraphing, the
letter reads incoherently and there is minimal use of cohesive
devices. The range of vocabulary is inadequate for the task and
errors in word formation and spelling make it difficult to
process at times. The candidate relies on copying words and
phrases from the question, rather than reformulating ideas
using own language. The range of structures is limited and
simple sentence structure predominates. There are many
basic grammatical errors.
Script B
Dear Mr Woodly,
as a representative of Ms Sandra Meyer, I have
been informed by your letter of 12 May 2005 about
starting investigation in case of the alleged breach of
internal company rules on dealing with confidential
documents.
Firstly, my client has been strongly rejicting your
allegations and claims. She is not aware of any breach
of internal company rules. When she was asked to
present her briefcase, the only documents found were
those that are necessary for Ms Meyer to work on her
employment duties overnight. No other documents
have been found. This is a practice that many
employees do and even Ms Meyer was doing this
regularly during her long-lasting employment with your
firm. She has never been informed that this practice is
not allowed.
As you are undoubtly aware, employee has to be
informed personally about any internal regulations if
they are to be used against him/her (Sec.32 of the
Labour Code).
Because of the reasons mentioned above, Scansoft
is not allowed to start the investigation in this case,
suspend Ms Meyer’s empoyment and even terminate it.
On behalf of Ms Meyer, I ask you to suggest the
time and place of our meeting where we may
reasonably settle this dispute.
Sincerely
Band 2
Although some of the five points in the notes have been
developed, the task is not adequately addressed as two are
missing. The letter is logically organised on the whole, with
suitable paragraphing and a variety of linking devices. There is
evidence of vocabulary range and appropriate use of legal
expressions. Complex sentences are attempted and control is
generally good. However, the task penalty holds the answer in
Band 2.
Script C
Sir Robert Woodly,
Thank you for your precisions made in your letter
about Ms Meyer’s situation. I wanted to ask you
some questions about certain procedures you use.
First, the company policy does not allow the staff
to take confidential 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, musn’t I?
With all thoses problems asking answers, I would
like a meeting, if possible tomorrow at your office.
Yours sincerely,
27ilec handbook | 2: test of writing | sample scripts
28
Band 3
This is an adequate attempt at the task, with all the main
ideas included, albeit with some lack of clarity. There is
evidence of organisation, with suitable paragraphing and an
attempt at letter layout, although the opening formula is
flawed. Vocabulary range is adequate but occasionally the
word choice lacks precision. Register is inconsistent, with
some lapses into inappropriate tone. Errors in grammar occur,
in modal verbs, agreement and word order, but these are
mainly non-impeding.
Script D
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
confidential 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 Meyer’s 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 file for
injunction against you in case your company won’t
change its approach. I do leave up to you to suggest a
time and a place of our prospective meeting.
Kind regards, etc.
Band 5
This is a good realisation of the task, demonstrating skilful use
of the input from the question paper. The information and
ideas are logically organised, with suitable paragraphing.
However, the tone is slightly aggressive in places. There is a
good range of vocabulary and effective use of legal
expressions. Complex structures are used confidently and
errors are non-impeding.
PART TWO
Script E
Dear Colleague,
Thank you for taking my case.
You ask me for a short briefing about this case. My
client is ALDI-North, the well-known major
supermarket in the northern part in Germany. My
client have some big problems in his stores on SouthEngland.
His fruit supplier have had some stronger
quality problems in the last months, which are still
existing. At first my client tried to solve this problem
on his own. The supplier has the opinion, that there is
none specific description of the quality. So he insists on
the 2 years-long contract. If the contract will fail the
other partner would have to pay 500,000 £.
After the first meetings the supplier would supply
better quality on the last time of the contract, but he
don’t want to pay something for the last months.
ALDI want to have 100,000 £ for loosing customers.
My client would concern to a lower payment of the
prices for the fruits are decreasing and to make a new
contract over the next two years.
Because of the legal situation the fruit supplier had to
deliver fruits of middle quality. An independent institute
would have to prove the quality of the fruits – so far
this is possible.
At least there would be a good possibility for regress
against the fruit supplier.
But at first we have to try all other ways, because
ALDI needs this fruit-supplier. This fruit supplier is the
only one, who is able to supply these huge numbers of
fruit to low prices.
Please do not hesitate to ask me for further
informations.
Yours sincerely,
Band 4
This is a reasonable realisation of the task. All the necessary
points are included in the memorandum and there is some
development of the main ideas. There is clear progression in
the way the information is organised, although the
paragraphing is not entirely logical. The range of vocabulary
is reasonable but there are inaccuracies in spelling and word
formation. Basic errors occur in grammar but these are
generally non-impeding. The register is reasonably
appropriate.
ilec handbook | 2: test of writing | sample scripts
Script F
INTERNAL MEMO
TO: ROBERT SMITH
FROM: MARTIN PETERSSON
RE: SWEDISH SUPERMARKET DISPUTE
Rob,
Thank you for handling the Swedish Supermarket
(“SSM”) dispute while I’m away. The facts of the case
are the following.
Client: “Swedish Supermarket”, the world’s third
largest supermarket chain with global operations.
Annual turnover is approx. ?12 billion, hence a very
important client.
Dispute: SSM is not satisfied with the quality of the
fruit that one of its biggest suppliers “Finnish Fruit”
(“FF”) delivers. According to the Chief Operating officer
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 FF’s 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. Don’t hesitate
to call me if you have any questions.
All the best,
Martin
Band 6
This is a full realisation of the task, showing confident and
natural use of language. All the ideas are relevant and well
developed. The memo is effectively organised and the layout
helps to convey the information clearly. The register is
consistently appropriate to an internal memorandum and
would have a very positive effect on the reader. Suitable idiom
and legal expressions are used to good effect, together with a
wide range of vocabulary and there are only occasional minor
errors. A range of structures and tenses is used accurately.
29ilec handbook | 2: test of writing | sample scripts
30 ilec handbook | 3: test of listening30
GENERAL DESCRIPTION
Paper format The paper contains four parts.
Each part contains a recorded
text or texts and a listening
task.
Timing 40 minutes, including time for
the transfer of answers to the
answer sheet.
No. of parts There are four parts.
No. of questions 30.
Task types Multiple-choice questions,
sentence completion and
multiple matching.
Text focuses These include understanding
specific information, gist,
attitude, opinion, main points
and detail.
Text types Monologues: these include
presentations, lectures,
announcements, briefings, etc.
Interacting speakers: these
include meetings, discussions,
interviews, consultations, etc.
Answer format Candidates are advised to
write their answers in the
spaces provided on the
question paper. There are five
minutes at the end of the test
to copy the answers onto a
separate answer sheet.
Candidates indicate their
answers by shading a box or
writing a word, or words, on a
machine-readable answer
sheet.
Marks Each correct answer receives
one mark.
STRUCTURE AND TASKS
PART 1
Task type Multiple-choice.
and focus Understanding gist, detail, function, purpose,
topic, attitude, feeling, opinion, inference.
Format Three short monologues or dialogues of
approximately one minute each, not linked
thematically. Each extract is heard twice.
No. of Qs 6.
PART 2
Task type Multiple-choice.
and focus Understanding gist, specific information, opinion,
and attitude.
Format A conversation between two or more interacting
speakers of approximately four minutes, heard
twice.
No. of Qs 5.
PART 3
Task type Sentence completion.
and focus Following the main points and retrieving specific
information from the text.
Format A monologue of approximately four minutes,
heard twice.
No. of Qs 9.
PART 4
Task type Multiple matching.
and focus Identifying speakers and topics, interpreting
context, recognising attitude and function, gist
and main points.
Format A series of five themed monologues of
approximately 30 seconds each. The whole
sequence is heard twice.
No. of Qs 10.
3 TESTOF
LISTENING
ilec handbook | 3: test of listening
The four parts of the Test of
Listening
I PART 1 – MULTIPLE-CHOICE
This part tests the candidates’ ability to understand gist, detail,
function, purpose, topic, attitude, feeling, opinion, and inference.
Sample task and answer key: pages 34 and 40.
Each correct answer in Part 1 receives 1 mark.
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 may be self-contained monologues or dialogues.
There is an introductory sentence to each extract on the
question paper which gives information to contextualise what
is heard. The extracts are set in a range of legal contexts and
each question focuses on a different aspect of each text. Each
text is approximately one minute in length and is heard twice.
I PART 2 – MULTIPLE-CHOICE
This part tests the candidates’ ability to understand gist,
specific information, opinion, and attitude.
Sample task and answer key: pages 35 and 40.
Each correct answer in Part 2 receives 1 mark.
Text with interacting speakers: heard twice.
This part features discussions and interviews of 3–4 minutes
in length. Tasks are designed to test the understanding of gist,
attitude and opinion as well as specific information from the
text. There are five three-option multiple-choice questions.
The questions follow the order of information presented in the
text.
I PART 3 – SENTENCE COMPLETION
This part tests the candidates’ ability to follow the main points of a
text and retrieve specific information.
Sample task and answer key: pages 35 and 40.
Each correct answer in Part 3 receives 1 mark.
Informational monologue: heard twice.
This part features an informational text of 3–4 minutes in
length. Tasks in this part are designed to test the retrieval of
detailed information from the text. Candidates are required to
write a word, or words, in response to a written prompt. In
such tasks, candidates copy the target words only onto the
answer sheet.
There are nine questions. The questions follow the order of
information presented in the text, and keys focus on the
actual words heard on the recording. Candidates who
paraphrase the information may still get the mark, but only if
their answers are fully meaningful in the context of the
question prompts. Keys generally focus on concrete pieces of
information or stated opinions and are designed to be short
and to fit comfortably into the space on the answer sheet.
Correct spelling is expected at this level, although some minor
variations may be allowed. Care is taken, however, not to focus
on words that cause undue spelling difficulties as keys, and
both US and British English spellings are accepted.
I PART 4 – MULTIPLE MATCHING
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.
Sample task and answer key: pages 36 and 40.
Each correct answer in Part 4 receives 1 mark.
Series of five short extracts: heard twice.
In this part, candidates listen to five thematically-linked short
extracts, each of which has a different speaker. This part of the
test involves two tasks, each consisting of five questions from
which candidates choose the correct option from a list of six.
The whole sequence is heard twice.
I Recording information
The instructions for each task are given on the question paper
and are also heard on the recording. Before each text is heard,
candidates will have time to read through and think about the
questions. The length of this preparation time is indicated on
the tape. Candidates should use this time to familiarise
themselves with the task and begin to make predictions about
what they are likely to hear. A variety of voices, styles of
delivery and accents will be heard in each listening paper to
reflect the various contexts presented in the recordings.
Preparation
General
I Classroom discussion activities in the target language
provide an invaluable source of listening practice.
I Students’ ability to understand what they hear can
improve dramatically if they are regularly exposed to audio
materials: the more English they hear, delivered at natural
speed in a variety of voices and contexts, the more confident
they will become in extracting key information and gist
meaning, even when they are not able to decode every single
word or phrase. These skills are essential to learners at ILEC
level.
31ilec handbook | 3: test of listening
32
I A daily learning programme which includes a ‘hearing
English’ component from audio recordings will help prepare
students for the Test of Listening. Students should be exposed
to varieties of English and to the language of different
contexts, e.g. formal announcements, lectures, less-formal
talks, informal discussions, interviews, presentations,
consultations, social situations, etc.
I Students should be encouraged to deal with texts in
different ways depending on the nature of the listening task.
For example, they might listen to a text once for gist,
producing a summary of the main ideas or attitudes
expressed. They could then be asked to listen to the same text
again, this time retrieving specific information.
I Make students aware of how much they themselves bring
to a listening task. Encourage them to make predictions about
listening 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 them tune in to the text quickly when they hear it.
I Remind students that they should use the pause before
each recording to read through the task carefully, so they are
prepared for what they hear. Encourage them to use the task
on the question paper to guide them through the listening text
and keep their place as they answer the questions.
I Remind students that in long texts, the questions come in
the same order as the information in the recording – and
therefore reflect the structure of the text. Help them to
identify discourse markers, interviewer’s questions and other
textual features that structure a text and are often reflected in
the layout and wording of the task on the page.
I Remind students that in the productive task (sentence
completion in Part 3) they should write clearly when they copy
their answers onto the answer sheet, using capital letters.
Only letters should be written on the mark sheet for objective
tasks (multiple-choice in Part 1 and Part 2, and multiple
matching in Part 4).
I Encourage students to answer all the questions, even if they
are not sure – there are no marks deducted for wrong answers
and they’ve probably understood more than they think.
By part
I PART 1
I Remind students that there is a range of task focus in these
questions, and they are not necessarily being tested on a
detailed understanding of the text alone.
I Questions may be focused on, for example, speaker
purpose, attitude, opinion or agreement in dialogues. Some
questions may focus on one specific piece of text, for example
one speaker’s turn, or may be focused on a gist understanding
of the whole text.
I Students can be encouraged to concentrate on the question
stems, rather than the options in their preparation –
so that they can listen for the answer in the text and then
match this to the closest option.
I PART 2
I This is one of the longest parts of the Test of Listening, and
students should be given plenty of exposure to longer
interviews and discussions.
I Students need to follow the line of development in these
texts and recognise when the conversation has moved on
from one particular aspect of the issue being discussed to
another. For example, on a first listening in class, students can
listen simply for the number of issues discussed, what they
are, and where the natural breaks in the dialogue come, as
well as each speaker’s general attitude towards those issues.
I As in Part 1, students can be encouraged to concentrate on
the question stems, rather than the options in their
preparation – so that they can listen for the answer in the text
and then match this to the closest option.
I The questions in this part will use language that paraphrases
and reports ideas from the text. As the texts often focus on the
attitudes and opinions of speakers, which are discussed at
length, students need to have a good command of the meaning
and use of the type of language used to report these ideas
succinctly in the questions.They will, for example, need to
understand such words 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 to report opinions (e.g. insists, suggests, denies, etc.)
and degrees of certainty, (e.g. doubtful, convinced, etc.).
I PART 3
I Remind your students that the task rubric and the set of
sentences on the page provide a lot of information about what
they are going to hear. Encourage them to use the preparation
time wisely. One way of doing this is to give them pre-listening
tasks in the classroom that will help them to activate likely
vocabulary and other language features associated with the
topic and context. For example, they can look at the
information in the rubric and try to visualise the speaker and
the situation; to imagine the kind of information that might be
given, and the type of language that might be used.
I Encourage students to read through the set of sentences
and think about the type of information that is missing.
Remind them that most keys will focus on concrete pieces of
information (e.g. nouns, proper names, etc.) and will generally
be single words or very short noun groups (e.g. adjective plus
noun), and that usually no more than three words are required.
I Tell students not to try and write long answers and not to
repeat information which is already on the page. Some students
try to paraphrase the information they hear rather than using
the actual words on the tape.This is not a good idea. Remind
students that the set of sentences will be a summary or
paraphrase of the information in the text, but that the words
they write in the gaps should be those they hear on the tape.
ilec handbook | 3: test of listening
I In this task, the word(s) students write must complete the
sentence logically and grammatically. By using the actual
words on the recording, students can complete the sentences
without worrying too much about the grammar. They should,
however, check that they have heard the correct form of the
word. For example, if students do not hear clearly whether a
word is singular or plural, they should check the rest of the
sentence to see which is required.
I PART 4
I Remind students that they will hear five different speakers,
but that the texts will have a thematic link. In this part of the
test, the whole series of texts is heard once and then the
whole series is repeated.
I Encourage students to think about the theme of the texts
and to think about the kinds of attitudes and ideas that they
expect to hear in connection with these topics.
I Remind students that they will be listening for gist
meaning rather than detail in these texts, so although they
may not understand every word, they should be able to pick
out the speaker’s main point, feeling, attitude or opinion – or
to identify the speaker from what they say.
I This part of the test can appear challenging to students,
because there are two tasks, so remind them that while they
listen they must complete both tasks. Students need to
practise this kind of task and develop the confidence to choose
an option as they listen, even if they are not absolutely sure of
what they have heard.
I Reassure students that whilst they are listening, they will
often be understanding more than they think, and will
probably pick up the correct gist from the text and therefore
choose the correct option, even if they can’t explain why
afterwards.
I If you want students to develop this skill of gist listening, it
may not always be helpful to go through the text with them
afterwards, as close analysis of the language of the texts will
not necessarily help them to develop the most appropriate
listening strategies.
I As in Part 3, a sound knowledge of the type of words used
to report attitudes and feelings in the questions will help
students in this part.
ILEC Test of Listening
Sample Paper cover
33ilec handbook | 3: test of listening | sample paper
34 ilec handbook | 3: test of listening | sample paper
ILEC Test of Listening
Part 1 (Questions 1–6)
35ilec handbook | 3: test of listening | sample paper
ILEC Test of Listening
Parts 2 and 3 (Questions 7–20)
36 ilec handbook | 3: test of listening | sample paper
ILEC Test of Listening
Part 4 (Questions 21–30)
37ilec handbook | 3: test of listening | sample tapescript
ILEC Test of Listening
Tapescript for Listening
38 ilec handbook | 3: test of listening | sample tapescript
ILEC Test of Listening
Tapescript for Listening
39ilec handbook | 3: test of listening | sample tapescript
ILEC Test of Listening
Tapescript for Listening
40 ilec handbook | 3: test of listening | sample tapescript
ILEC Test of Listening
Tapescript for Listening
41ilec handbook | 3: test of listening | sample answer key
ILEC Test of Listening
Sample paper answer key
ILEC Listening Sample Question Paper Answer Key
1 B
2 C
3 B
4 B
5 A
6 C
7 A
8 C
9 B
10 A
11 C
12 ACCOUNTANTS/ECONOMISTS
13 FULL-TIME JUDGES
14 745/(SEVEN-HUNDRED AND FORTY-FIVE (DOLLARS)
15 WEBSITE
16 COMPETITION
17 OIL/MINING
18 REAL ESTATE
19 (PANEL) DISCUSSION
20 VISA
21 A
22 D
23 E
24 C
25 F
26 F
27 C
28 D
29 E
30 A
42
ILEC Test of Listening
42 ilec handbook | 3: test of listening | answer sheet
Answer sheet
43ilec handbook | 4: test of speaking
GENERAL DESCRIPTION
Paper format The Test of Speaking contains
four parts.
Timing 16 minutes.
No. of parts 4.
Interaction Two candidates and two
pattern examiners. One examiner acts
as both interlocutor and
assessor and manages the
interaction either by asking
questions or by providing cues
for candidates. The other acts as
assessor only and does not join
in the interaction.
Task types Short exchanges with the
interlocutor; a 1-minute ‘long
turn’; a question and answer
exchange between candidates; a
collaborative task involving the
two candidates; a three-way
discussion.
Task focus Exchanging personal and
factual information, expressing
and finding out about attitudes
and opinions.
Marks The interlocutor gives a single
mark based on a global
achievement scale, while the
assessor applies detailed
analytical scales and gives
separate marks for grammar
and vocabulary, discourse
management, pronunciation
and interactive communication.
STRUCTURE AND TASKS
PART 1
Task type The interlocutor leads a discussion with the two
and format candidates. The candidates are asked to respond
to the interlocutor’s questions on legal studies
and/or legal work experience and further
questions on law-related topics.
Focus Responding to questions and expanding on
responses.
Timing 2 minutes.
PART 2
Task type Individual ‘long turns’ followed by a question from
and format the second candidate.
Candidates choose one topic from a set of two,
selected by the interlocutor. Each topic comes
with prompts to be used as required. Candidates
have one minute to choose and prepare their
topic, then talk about the topic for about one
minute; the second candidate responds with a
question about the talk, which the first candidate
then answers.
Focus Sustaining a ‘long turn’ and managing discourse
by giving information, and expressing and
justifying opinions.
Timing 7 minutes (including a 1-minute ‘long turn’ for
each candidate).
PART 3
Task type Two-way conversation between the candidates.
and format The interlocutor delegates to the pair of
candidates a collaborative task, consisting of a
shared task with prompts for discussion.
Focus Turn-taking (initiating and responding
appropriately), negotiating, collaborating,
exchanging information, expressing and justifying
opinions, agreeing and/or disagreeing, suggesting,
speculating, comparing and contrasting, and
decision-making.
Timing 4 minutes (including a 3-minute discussion
between candidates).
PART 4
Task type Discussion on topics related to the collaborative
and format task. The interlocutor leads a discussion with the
two candidates, based on questions related to the
task in Part 3.
Focus Responding appropriately, developing topics,
exchanging information, expressing and justifying
opinions, and agreeing and/or disagreeing.
Timing 3 minutes.
4 TESTOF
SPEAKING
44
The four parts of the
Test of Speaking
Format
The paired format of the ILEC Test of Speaking (two examiners
and two candidates) offers candidates the opportunity to
demonstrate, in a controlled but friendly environment, their
ability to use their spoken language skills effectively in a range
of contexts. The test lasts 16 minutes. One examiner, the
interlocutor, conducts the test and gives a global assessment
mark for each candidate’s performance. The other, the
assessor, does not take any part in the interaction but focuses
solely on listening to, and making an assessment of, the
candidates’ oral proficiency.
At the end of the Test of Speaking, candidates are thanked for
attending, but are given no indication of the level of their
achievement.
The standard format is two examiners and two candidates,
and, wherever possible, this will be the form which the Test of
Speaking will take. In cases where there is an uneven number
of candidates at a centre, the last test of the session will be
taken by three candidates together instead of two. The test
format, test materials and procedure will remain unchanged
but the timing will be longer: 23 minutes instead of 16.
The Test of Speaking consists of four parts, each of which is
assessed. Each part of the test focuses on a different type of
interaction: between the interlocutor and each candidate,
between the two candidates, and among all three. The
patterns of discourse vary within each part of the test.
I PART 1 – INTERVIEW
This part tests the candidates’ ability to respond to questions and
expand on responses.
Sample task and assessment criteria: pages 46 and 49.
This part of the test gives candidates the opportunity to show
their ability to respond to questions and expand on their
responses, talking about their legal studies and/or legal work
experience.
In this part of the test, the interlocutor asks candidates for
some information about themselves. The interlocutor then
asks the candidates to offer their opinion on certain lawrelated
topics.
I PART 2 – LONG TURN
This part tests the candidates’ ability to sustain a ‘long turn’.
Sample task and assessment criteria: pages 46 and 49.
In this part of the test, candidates are given the opportunity to
speak for one minute without interruption. Each candidate is
given a choice of two law-related topics and asked to talk for
one minute about the chosen topic. Candidates are given one
minute to choose and prepare their topic. Candidates may be
asked to give information and/or express and justify opinions.
Topics are different for each candidate and there are three
prompts to help the candidates.
Candidates can show their ability to manage discourse and
express themselves coherently using appropriate language.
Candidates should pay attention while their partner is speaking,
as they are asked to respond with a question after their partner
has spoken. Candidates should be made aware, however, that
they should not speak during their partner’s ‘long turn’.
I PART 3 – COLLABORATIVE TASK
This part tests the candidates’ ability to collaborate and negotiate
through initiating and responding in an appropriate way.
Sample task and assessment criteria: pages 48 and 49.
The candidates are given oral and written instructions to form
the basis for a task which they discuss together. Candidates
are expected to work towards a negotiated completion of the
task and are assessed on their ability to negotiate and
collaborate with each other while doing this.
The task gives candidates the opportunity to show their range
of language and their ability to invite the opinions and ideas of
their partner. There is no right or wrong answer to the task
and candidates can agree to differ.
I PART 4 – 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.
Sample task and assessment criteria: pages 48 and 49.
In this part of the test, the interlocutor directs the interaction
by asking questions which encourage the candidates to
respond appropriately and to develop the topics or issues
introduced in Part 3.
This part of the test gives candidates an opportunity to show
that they are capable of discussing topics and certain issues in
more depth.
ilec handbook | 4: test of speaking
Preparation
General
I Students should be aware that they are not being assessed
on their ideas or their knowledge of the law but do need to
contribute fully in all parts of the test in order for an
assessment of their language ability to be made.
I It is essential that students are able to participate in pair
and group activities effectively, showing sensitivity to turntaking
and responding appropriately to their partners. Pair and
group activities should, therefore, be a regular feature of
classroom learning.
I Students should be given extensive practice in listening
carefully to instructions and remembering what they are
asked to do.
I Students should know exactly what to expect in each part
of the test and they should be equipped with the right kind of
language for each part, e.g. giving personal information,
exchanging information/opinions, giving reasons, speculating,
agreeing and disagreeing politely, justifying and negotiating.
I Students should be encouraged to speak clearly so that
they can be heard and understood, and paraphrase effectively
when they do not know or cannot remember a word. Students
should be made aware that different varieties of standard
English accents in the UK and elsewhere in the world are
acceptable.
I It is useful to give students a ‘mock’ Test of Speaking before
the examination so that they have an idea of how long each
part of the test will be, and how they can maximise the time
available to show the examiners what they can do.
I Students should be aware that if they are uncertain about
what they have to do, they can ask for the instructions to be
repeated but to do this too often will leave them less time to
concentrate on the task itself.
I Students should be advised not to wait too long before they
begin to speak. A short pause to gather their thoughts is
acceptable, but anything longer than this will give them less
time to produce a sample of language.
I Students should realise that producing a one-word answer
will not give them the opportunity to show their range of
language, etc. so they should expand on their answers and
responses wherever possible.
N.B. In some centres candidates from the same school are paired
together. However, where candidates from a number of different
educational establishments are entered at the same centre, some
candidates may find 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.
By part
I PART 1
I Students should be made aware that they are expected to
react naturally to the interlocutor’s questions and not rehearse
speeches for this part of the test. It is important to
demonstrate in class what is required in this part of the test.
I Train students to ‘think on their feet’ and answer a
question quickly even if they have never thought about that
particular subject before. For example:
Interlocutor: What kind of qualities do you think a good
lawyer needs?
X Candidate 1: Oh … er … I’ve never really given that much
thought.
 Candidate 1: Well, I think a lawyer should be confident,
with a good knowledge of the law, but also
approachable and good at communicating
with people.
I Encourage students to practice Part 1 in groups of three.
One student could be the interlocutor and the other two the
candidates, and they could then change roles. Materials from
sample papers can be used for this activity.
I Advise students to try and use a variety of tenses, language
and structures in this part of the test. This will create a good
impression and give them confidence to tackle the other parts
of the test.
I PART 2
I Give students practice in talking for one minute on a set
law-related subject which they have prepared briefly, or in
‘holding the floor’ in a classroom situation so that they can
organise their thoughts and ideas quickly during this ‘long
turn’.
I Tell students not to waste precious time by reading out the
topic and/or prompts as this is not necessary. Tell students
simply to start talking about their chosen topic.
I Make sure students are aware that the prompts are there to
help the candidates, but they do not have to use all of them.
I Tell students not to adopt ‘closure’ techniques such as,
‘That’s it! I’ve finished!’ They should keep talking until the
interlocutor says, ‘Thank you’. In this way, they will maximise
the time available for their 1-minute ‘long turn’.
I Build up a bank of topics which you can use for practice in
the classroom. Encourage students to talk about the topics
without giving them specific prompts. This will help them to
think about the topics in more depth, and train them to think
of something to say if they run out of ideas during the
examination itself.
I Make sure that students have plenty of practice in organising
their ideas coherently. Useful phrases to link ideas will help
them.They can build up their own lists of suitable phrases
throughout the course, thus ensuring that they have a range of
language and structures to draw upon when necessary.
45ilec handbook | 4: test of speaking
ilec handbook | 4: test of speaking46
I PART 3
I Encourage students to make use of conversation ‘fillers’,
e.g. ‘Well, now, let me see ... ’, which they can call upon
(sparingly) to give themselves time to think, and to make use
of strategies which invite their partner to contribute to the
discussion, e.g. ‘Would you agree … ?’
I Warn students not to reach conclusions in the first minute
or so of the test as they may leave themselves with nothing to
talk about for the remainder of the time. Train them to discuss
each aspect of the task in detail before reaching a decision.
Students need strategies for making the most of the three
minutes of time available.
I Doing timed tasks in class will help students make the best
use of the three minutes available for Part 3.
I Students should be encouraged to react to as great a variety
of topics as possible and express ideas and opinions of their
own. Simply agreeing or disagreeing with, or echoing what
their partner has said, will not enable them to show what they
can do. They should always expand on what they say, e.g.
instead of saying, ‘Yes, I agree’, a better response might be,
‘Yes, I certainly do agree that this is a very serious problem,
but is it one we could do something about?’
I Conduct ‘mock’ Part 3 practice by giving each student a
different role card, e.g. Student A could constantly interrupt
Student B, or Student B could be instructed to say almost
nothing at all, or give one-word responses, thus forcing
Student A to keep talking, or be constantly inviting their
partner to speak. This will provide invaluable training in
sensitivity to turn-taking and in managing and developing
interaction.
I PART 4
I Encourage students to talk about topical law-related issues
and issues of general interest to the legal world and express
an opinion about them so that they can participate fully in the
last part of the test. Candidates are asked questions by the
interlocutor and they are expected to develop the discussion,
rather than simply give one-word answers.
I Tell students that they are not being assessed on their ideas
or their knowledge of the law, but examiners can only assess
candidates on the language they produce, and those
candidates who fail to make a contribution will not do well.
Reading an English newspaper or English language law
journals, or listening to or watching the international news on
a regular basis will help give candidates ideas they may be
able to use in Part 4 of the test.
I Set up a regular debating session in class. Students A and B
could be given a short time to argue either for or against a
law-related issue. The other members of the class could then
be invited to express their own ideas. This will encourage
students to have the confidence to express their ideas in
public, and comment on issues they may never have thought
about before.
I After doing a Part 3 task, ask students what kinds of
questions they think they may be asked in Part 4. In groups,
they could produce three or four and then compare them with
those produced by other students. This will help them to be
prepared for what they might be asked in this part of the test.
I At this stage of the test, the worst thing that can happen is
a long silence. Train students to react almost immediately to
what they are asked to talk about or to give themselves a little
time by ‘thinking aloud’, or if necessary, relating something to
their own experience, e.g. ‘Well, that is something I’ve never
actually thought about but, on reflection, I would say that ... ’.
I Students may be losing their concentration by this stage in
the test. It is important that they are given practice sessions of
16 minutes so that they know exactly what it is like to do a
Speaking test for this length of time. The impression they
make at the end of the test is equally as important as the one
they have made throughout the rest of the test. Regular
participation in a complete practice Speaking test will train
students to maintain their level of concentration as the end of
the test approaches.
46
47ilec handbook | 4: test of speaking | sample paper
PART12minutes(3minutesforgroupsofthree)
InterlocutorGood(morning/afternoon/evening).Mynameis........andthisismycolleague,.........
Andyournamesare?
CanIhaveyourmarksheets,please?
Thankyou.
Firstofall,weídliketoknowalittleaboutyou.
Askcandidatesthefollowingquestionsinturn.
•Whereareyoubothfrom?
•(CandidateA),areyouworkingorareyouastudent?
•Andwhataboutyou,(CandidateB)?
•(CandidateA),tellussomethingaboutyourwork/thecourseyouarestudying.
•And(CandidateB),tellusaboutyourwork/thecourseyouarestudying.
Askeachcandidateonefurtherquestion,asappropriate.
•Whatareaofthelawdoyoufindthemostinteresting?(Why?)
•Inyouropinion,whataretheskillsneededtobeasuccessfullawyer?
•Howdoyouthinktheinternethasaffectedthewaylawyerswork?
Thankyou.
ILEC Test of Speaking
Part 1
48 ilec handbook | 4: test of speaking | sample paper
PART27Minutes(10minutesforgroupsofthree)
Task1
InterlocutorNow,inthispartofthetestIímgoingtogiveeachofyouachoiceoftwodifferenttopics.
Iídlikeyoutochooseoneofthetopicsandgiveashorttalkonitforaboutaminute.
(CandidateA),itísyourturnfirst.Hereareyourtopicsandsomeideastohelpyou.
PlacePart2booklets,openatTask1,infrontofeachcandidate.
Youhaveaminutetochooseyourtopicandprepareyourtalk.Afteryouhavefinished
yourtalk,yourpartnerwillaskyouabriefquestionaboutit.
!Uptooneminuteofpreparationtime
Allright?Now,(CandidateA),whichtopichaveyouchosen?
CandidateAStateschosentopic.
Interlocutor(CandidateB),pleaselistencarefullyto(CandidateAís)talk,andthenaskhim/herabrief
questionaboutit.(CandidateA),wouldyouliketostart?
CandidateA!Oneminute
InterlocutorThankyou.Now,(CandidateB),canyouask(CandidateA)aquestionabouthis/hertalk?
Candidates!Uptooneminute
InterlocutorThankyou.(CanIhavethebooklets,please?)
Retrievebooklets.NowselectadifferentpairoftasksforCandidateB.
InterlocutorThankyou.Now,(CandidateB),itísyourturn.Hereareyourtopicsandsomeideasto
helpyou.
PlacePart2booklets,openatTask1,infrontofeachcandidate.
Youhaveaminutetochooseyourtopicandprepareyourtalk.Afteryouhavefinished
yourtalk,yourpartnerwillaskyouabriefquestionaboutit.
!Uptooneminuteofpreparationtime
Allright?Now,(CandidateB),whichtopichaveyouchosen?
CandidateBStateschosentopic.
Interlocutor(CandidateA),pleaselistencarefullyto(CandidateBís)talk,andthenaskhim/herabrief
questionaboutit.(CandidateB),wouldyouliketostart?
CandidateB!Oneminute
InterlocutorThankyou.Now,(CandidateA),canyouask(CandidateB)aquestionabouthis/hertalk?
Candidates!Uptooneminute
InterlocutorThankyou.(CanIhavethebooklets,please?)Retrievebooklets.
Task1
A
ContractLaw
•themostimportantpointsofacontract
•whateffectanoralcontracthas
•whathappensifacontractisbroken
Task1
B
EnglishUseInInternationalBusinessLaw
•theeffectoftheincreaseduseoftheEnglishlanguageinbusinesstransactions
•thelevelofEnglishneeded
•theimportanceoflanguageinlaw
ILEC Test of Speaking
Part 2
49ilec handbook | 4: test of speaking | sample paper
PART27Minutes(10minutesforgroupsofthree)
Task2
InterlocutorNow,inthispartofthetestIímgoingtogiveeachofyouachoiceoftwodifferenttopics.
Iídlikeyoutochooseoneofthetopicsandgiveashorttalkonitforaboutaminute.
(CandidateA),itísyourturnfirst.Hereareyourtopicsandsomeideastohelpyou.
PlacePart2booklets,openatTask2,infrontofeachcandidate.
Youhaveaminutetochooseyourtopicandprepareyourtalk.Afteryouhavefinished
yourtalk,yourpartnerwillaskyouabriefquestionaboutit.
!Uptooneminuteofpreparationtime
Allright?Now,(CandidateA),whichtopichaveyouchosen?
CandidateAStateschosentopic.
Interlocutor(CandidateB),pleaselistencarefullyto(CandidateAís)talk,andthenaskhim/herabrief
questionaboutit.(CandidateA),wouldyouliketostart?
CandidateA!Oneminute
InterlocutorThankyou.Now,(CandidateB),canyouask(CandidateA)aquestionabouthis/hertalk?
Candidates!Uptooneminute
InterlocutorThankyou.(CanIhavethebooklets,please?)
Retrievebooklets.NowselectadifferentpairoftasksforCandidateB.
InterlocutorThankyou.Now,(CandidateB),itísyourturn.Hereareyourtopicsandsomeideasto
helpyou.
PlacePart2booklets,openatTask2,infrontofeachcandidate.
Youhaveaminutetochooseyourtopicandprepareyourtalk.Afteryouhavefinished
yourtalk,yourpartnerwillaskyouabriefquestionaboutit.
!Uptooneminuteofpreparationtime
Allright?Now,(CandidateB),whichtopichaveyouchosen?
CandidateBStateschosentopic.
Interlocutor(CandidateA),pleaselistencarefullyto(CandidateBís)talk,andthenaskhim/herabrief
questionaboutit.(CandidateB),wouldyouliketostart?
CandidateB!Oneminute
InterlocutorThankyou.Now,(CandidateA),canyouask(CandidateB)aquestionabouthis/hertalk?
Candidates!Uptooneminute
InterlocutorThankyou.(CanIhavethebooklets,please?)Retrievebooklets.
Task2
A
TheLegalProfession
•thelegaltrainingsysteminyourcountry
•thetypesofworkopportunitiesforlawyers
•thefunctionsofprofessionalbodiesgoverninglawyers
Task2
B
CorporateLaw
•thelegaldutiesofdirectors
•theimportanceofboardmeetings
•theneedforindependentdirectors
ILEC Test of Speaking
Part 2
50 ilec handbook | 4: test of speaking | sample paper
PARTS3and47minutes(10minutesforgroupsofthree)
Task21
TheWorkofaCommercialLawyer
PART3
InterlocutorNow,inthispartofthetestIídlikeyoutotalktoeachother.Iímgoingto
describeasituationtoyou.
PlacePart3booklet,openatTask21,infrontofthecandidates.
Youarepreparingapresentationontheworkofthecommerciallawyerfora
groupofstudentsinterestedinenteringthelegalprofession.Decidewhat
informationtogivethestudents.
Therearesomediscussionpointstohelpyou.
Youhaveaboutthree(four)minutestodiscussthis.
Candidates!Approximatelyfiveseconds
InterlocutorPleasestartyourdiscussionnow.
Candidates!Approximatelythreeminutes(fourminutesforgroupsofthree)
InterlocutorThankyou.(CanIhavethebooklet,please?)
Retrievebooklet.
PART4
InterlocutorSelectanyofthefollowingquestionsasappropriate:
Selectanyofthe
followingpromptsas
necessary:
•Whatdoyouthink?
•Doyouagree?
•Howaboutyou?
•Inyouropinion,shoulduniversitiesofferalegal
qualificationincommerciallawonly?
•Doyouthinkcommerciallawyersíassociationsare
agoodidea?(Why/Whynot?)
•Inwhatwayscancommunicationwithlawyersin
othercountriesbeuseful?
•Incommerciallaw,howcommonislitigationasa
firststepinadispute?
Thankyou.Thatistheendofthetest.
Task21
TheWorkofaCommercialLawyer
Youarepreparingapresentationontheworkofthecommerciallawyerforagroupofstudents
interestedinenteringthelegalprofession.Decidewhatinformationtogivethestudents.
Discussionpoints:
•whethertospecialiseorofferawiderservice
•amountoftimespentdoingcourtworkandofficework
•differentwaysinwhichclientsarechargedforwork
ILEC Test of Speaking
Parts 3 and 4
Assessment
Throughout the test candidates are assessed on their own
individual performance and not in relation to each other. The
assessor awards marks according to four analytical criteria:
• Grammar and Vocabulary
• Discourse Management
• Pronunciation
• Interactive Communication.
The interlocutor awards a Global Achievement mark, which is
based on the analytical scales.
These criteria should be interpreted within the overall context
of the Cambridge Common Scale for Speaking on page 50,
where ILEC spans Levels B2 and C1.
I Grammar and Vocabulary
This refers to the accurate and appropriate use of grammatical
forms and vocabulary. It also includes the range of both
grammatical forms and vocabulary. Performance is viewed in
terms of the overall effectiveness of the language used.
RANGE: the active use of a range of grammatical forms and
vocabulary.
ACCURACY: the accurate use of grammatical forms and
syntax.
APPROPRIACY: the appropriate use of vocabulary to deal with
the tasks.
I Discourse Management
This refers to the candidate’s ability to link utterances
together to form coherent monologue and contributions to
dialogue. The utterances should be relevant to the tasks and to
preceding utterances in the discourse. The discourse produced
should be at a level of complexity appropriate to B2/C1 level
and the utterances should be arranged logically to develop the
themes or arguments required by the tasks. The extent of the
contributions should be appropriate, i.e. long or short as
required at a particular point in the dynamic development of
the discourse in order to achieve the task.
COHERENCE: the logical arrangement of utterances to form
spoken discourse and to develop arguments or themes.
EXTENT: the appropriate length of individual contributions
(long or short) to develop the discourse and deal with the
tasks.
RELEVANCE: the relevance of contributions to the tasks and to
preceding contributions in the discourse.
I Pronunciation
This refers to the candidate’s ability to produce
comprehensible utterances to fulfil the task requirements.
This includes stress, rhythm and intonation, as well as
individual sounds. Examiners put themselves in the position
of the person who is not a language teaching specialist and
assess the overall impact of the pronunciation and the degree
of effort required to understand the candidate.
STRESS AND RHYTHM: the appropriate use of strong and weak
syllables in words and connected speech, the linking of words,
and the effective highlighting of information-bearing words in
utterances.
INTONATION: the use of a sufficiently wide pitch range and
the appropriate use of intonation to convey intended
meanings.
INDIVIDUAL SOUNDS: the effective articulation of individual
sounds to facilitate understanding.
Different varieties of English, e.g. British, North American,
Australian, etc., are acceptable, provided they are used
consistently throughout the test.
I Interactive Communication
This refers to the candidate’s ability to take an active part in
the development of the discourse, showing sensitivity to turntaking
and without undue hesitation. It requires the ability to
participate in the range of interactive situations in the test
and to develop discussions on a range of topics by initiating
and responding appropriately. It also refers to the deployment
of strategies to maintain and repair interaction at an
appropriate level throughout the test so that the tasks can be
fulfilled.
INITIATING AND RESPONDING: the ability to participate in a
range of situations and to develop the interaction by initiating
and responding appropriately.
HESITATION: the ability to participate in the development of
the interaction without undue hesitation.
TURN-TAKING: the sensitivity to listen, speak, and allow
others to speak, as appropriate.
I Global Achievement Scale
This scale refers to the candidate’s overall effectiveness in
dealing with the tasks in the four separate parts of the ILEC
Test of Speaking. The global mark is an independent,
impression mark which reflects the assessment of the
candidate’s performance from the interlocutor’s perspective.
I Typical minimum adequate performance
Develops the interaction with contributions which are mostly
coherent and extended when dealing with the tasks. Grammar
is mostly accurate and vocabulary appropriate. Utterances are
understood with little strain on the listener.
Assessment is based on performance in the whole test, and is
not related to performance in particular parts of the test.
51ilec handbook | 4: test of speaking | assessment
52
Oral Examiners
In many countries, Oral Examiners are assigned to teams, each
of which is led by a Team Leader who is responsible for a
number of teams of Oral Examiners. Team Leaders give advice
and support to Oral Examiners, as required. The Team Leaders
are responsible to a Senior Team Leader, who is the
professional representative of Cambridge ESOL for the
Speaking tests. Senior Team Leaders are appointed by
Cambridge ESOL and attend an annual co-ordination and
development session in the UK. Team Leaders are appointed
by the Senior Team Leader in consultation with the local
administration.
After initial training of examiners, standardisation of marking
is maintained by both annual examiner co-ordination sessions
and by monitoring visits to centres by Team Leaders. During
co-ordination sessions, examiners watch and discuss sample
Speaking tests recorded on video and then conduct practice
tests with volunteer candidates in order to establish a
common standard of assessment. The sample tests on video
are selected to demonstrate a range of nationalities and
different levels of competence, and are pre-marked by a team
of experienced assessors.
Cambridge ESOL Common Scale
for Speaking
The Cambridge ESOL Common Scale for Speaking has been
developed to help users to:
• interpret levels of performance in the Cambridge
Speaking tests from beginner to advanced
• identify typical performance qualities at particular levels
• locate performance in one examination against
performance in another.
The Common Scale is designed to be useful to test candidates
and other test users, e.g. admissions officers or employers.
The Common Scale is a general scale. Examiners for ILEC use a
separate mark scheme, designed specifically for use in the
ILEC Test of Speaking.
The description at each level of the Common Scale aims to
provide a brief, general description of the nature of spoken
language ability at a particular level in real-world contexts. In
this way the wording offers an easily understandable
description of performance which can be used, for example, in
specifying requirements to language trainers, formulating job
descriptions and specifying language requirements for new
posts.
LEVEL MASTERY
c2 Fully operational command of the spoken language
• Able to handle communication in most situations, including
unfamiliar or unexpected ones.
• Able to use accurate and appropriate linguistic resources to
express complex ideas and concepts and produce extended
discourse that is coherent and always easy to follow.
• Rarely produces inaccuracies and inappropriacies.
• Pronunciation is easily understood and prosodic features are
used effectively; many features, including pausing and
hesitation, are ‘native-like’.
LEVEL EFFECTIVE OPERATIONAL PROFICIENCY
c1 Good operational command of the spoken language
• Able to handle communication in most situations.
• Able to use accurate and appropriate linguistic resources to
express ideas and produce discourse that is generally
coherent.
• Occasionally produces inaccuracies and inappropriacies.
• Maintains a flow of language with only natural hesitation
resulting from considerations of appropriacy or expression.
• L1 accent may be evident but does not affect the clarity of the
message.
LEVEL VANTAGE
b2 Generally effective command of the spoken language
• Able to handle communication in familiar situations.
• Able to organise extended discourse but occasionally produces
utterances that lack coherence and some inaccuracies and
inappropriate usage occur.
• Maintains a flow of language, although hesitation may occur
whilst searching for language resources.
• Although pronunciation is easily understood, L1 features may
be intrusive.
• Does not require major assistance or prompting by an
interlocutor.
LEVEL THRESHOLD
b1 Limited but effective command of the spoken language
• Able to handle communication in most familiar situations.
• Able to construct longer utterances but is not able to use
complex language except in well-rehearsed utterances.
• Has problems searching for language resources to express
ideas and concepts resulting in pauses and hesitation.
• Pronunciation is generally intelligible, but L1 features may put
a strain on the listener.
• Has some ability to compensate for communication difficulties
using repair strategies but may require prompting and
assistance by an interlocutor.
LEVEL WAYSTAGE
a2 Basic command of the spoken language
• Able to convey basic meaning in very familiar or highly
predictable situations.
• Produces utterances which tend to be very short – words or
phrases – with frequent hesitations and pauses.
• Dependent on rehearsed or formulaic phrases with limited
generative capacity.
• Only able to produce limited extended discourse.
• Pronunciation is heavily influenced by L1 features and may at
times be difficult to understand.
• Requires prompting and assistance by an interlocutor to
prevent communication from breaking down.
The ILEC examination is set at levels B2 and C1.
ilec handbook | 4: test of speaking | assessment
Glossary of testing terms
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 candidate’s performance, using subjective judgement to
do so.
BASE WORD: the word at the end of each line in ILEC 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. ‘That’s all’.
CLOZE TEST: a type of gap-filling 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 fit 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 ILEC Test of Writing Part 1 compulsory question,
which must be included in the candidate’s letter.
CONVERSATIONAL FILLERS: a word or sound filling 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 ILEC Test of Writing Part 1
question.
INTERLOCUTOR: the Test of Speaking examiner who conducts
the test and makes a global assessment of each candidate’s
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
fill 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 specific 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 …’.
OPTIONS: the individual words in the set of possible answers
for a multiple-choice item.
PARAPHRASE: to give the meaning of something using different
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 difficulty.
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,
productive tasks are found in ILEC 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 effect of a written task on a
target reader is a positive one.
TASK FULFILMENT: completing all elements of an ILEC 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 Writing or Speaking papers are tried out
with representative samples of students to determine their
suitability as test materials and whether they work as
expected.