International Legal English Certificate (ILEC)
CEFR Levels B2 – C1
Handbook for Teachers
Content and overview
Paper/timing Content Test focus
1 Part 1 Multiple-choice cloze, with an emphasis on lexis. Candidates are expected to be able to: apply
their knowledge of the language system to
READING Part 2 Open cloze, with an emphasis on structure. complete tasks based on law-related texts;
1 hour 15 minutes read and understand law-related texts; and
Part 3 Word formation, with an emphasis on lexis. demonstrate a variety of reading skills including
2 skimming, scanning, deduction of meaning from
Part 4 A text preceded by multiple-matching questions. context, and selection of relevant information to
WRITING complete tasks.
1 hour 15 minutes Part 5 A text from which sentences have been removed
and placed in jumbled order after the text.
3
Part 6 A text followed by four-option multiple-choice
LISTENING questions.
Approximately
40 minutes Part 1 One question requiring the production of a letter. Candidates are expected to be able to complete
writing tasks covering a range of law-related
4 Part 2 One question requiring the production of a topics, in response to the stimuli provided and
memorandum. for a given purpose and target reader.
SPEAKING
16 minutes Part 1 Three short unrelated extracts from monologues or Candidates are expected to understand each
exchanges between interacting speakers, followed law-related text as a whole, gain detailed
Part 2 by three-option multiple-choice questions. understanding and appreciate gist and the
Part 3 attitude of the speaker. They must also be able to
A text involving interacting speakers, followed by identify and interpret the context. Texts take the
three-option multiple-choice questions. form of consultations, meetings, announcements,
seminars, etc.
A sentence completion task following a monologue.
Part 4 Five short related extracts from monologues
followed by two multiple-matching tasks.
Part 1 The candidates are asked to talk about themselves Candidates are expected to be able to perform
Part 2 by responding to the interlocutor’s questions. a variety of spoken tasks on law-related topics.
They must be able to demonstrate a range of
Part 3 Each candidate in turn is given a choice of two oral skills: interactional, social, transactional,
Part 4 topics with accompanying written prompts. negotiation and collaboration.
They select one of the topics and give a short
presentation for about one minute. The second
candidate responds as instructed.
The candidates talk together, working towards a
negotiated completion of a task.
The interlocutor leads a discussion with the two
candidates.
contents
Preface
This handbook is for teachers who are preparing candidates for Cambridge English: Legal, also known as International Legal English Certificate
(ILEC). The introduction gives an overview of the exam and its place within Cambridge ESOL. This is followed by a focus on each paper and
includes content, advice on preparation and example papers.
If you need further copies of this handbook, please email [email protected]
Contents
About Cambridge ESOL 2 Paper 2 Writing 19
The world’s most valuable range of English qualifications 2
Key features of Cambridge English exams 2 General description 19
Proven quality 2 Structure and tasks 19
The two parts of the Writing paper 20
Introduction to Cambridge English: Legal 3 Preparation 20
Who is the exam for? 3 Sample paper 22
Who recognises the exam? 3 Assessment of Writing 23
What level is the exam? 3 Sample scripts with examiner comments 27
Exam content and processing 4 Paper 3 Listening 33
A thorough test of all areas of language ability 4
International English 4 General description 33
Marks and results 4 Structure and tasks 33
Certificates 4 The four parts of the Listening paper 34
Preparation 34
Exam support 5 Sample paper 37
Support for teachers 5 Answer key 43
Support for candidates 5 Candidate answer sheet 44
Paper 1 Reading 7 Paper 4 Speaking 45
General description 7 General description 45
Structure and tasks 7 Structure and tasks 45
The six parts of the Reading paper 8 The four parts of the Speaking test 46
Preparation 9 Preparation 47
Sample paper 11 Sample paper 49
Answer key 17 Assessment of Speaking 53
Candidate answer sheet 18
Glossary of testing terms 58
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 1
ABOUT CAMBRIDGE ESOL To find out more about Cambridge English exams and the CEFR, go to
www.CambridgeESOL.org/CEFR
About Cambridge ESOL
In addition to our own programmes of world-leading research, we
Cambridge English: Legal, also known as International Legal English work closely with professional bodies, industry professionals and
Certificate (ILEC), is developed by University of Cambridge ESOL governments to ensure that our exams remain fair and relevant to
Examinations (Cambridge ESOL), a not-for-profit department of the candidates of all backgrounds and to a wide range of stakeholders.
University of Cambridge.
Cambridge ESOL is one of three major exam boards which form the Key features of Cambridge English exams
Cambridge Assessment Group (Cambridge Assessment). More
than 8 million Cambridge Assessment exams are taken in over 160 Cambridge English exams:
countries around the world every year.
• are based on realistic tasks and situations so that preparing for
One of the oldest universities in the world their exam gives learners real-life language skills
and one of the largest in the United Kingdom
• accurately and consistently test all four language skills – Reading,
Departments of the University Writing, Listening and Speaking – as well as knowledge of
language structure and its use
Cambridge Assessment: the trading name for the
University of Cambridge Local Examinations Syndicate (UCLES) • encourage positive learning experiences, and seek to achieve a
positive impact on teaching wherever possible
Departments (exam boards)
• are as fair as possible to all candidates, whatever their national,
Cambridge ESOL: University ethnic and linguistic background, gender or disability.
of Cambridge ESOL Examinations
Provider of the world's most Proven quality
valuable range of qualifications for
learners and teachers of English Our commitment to providing exams of the highest possible quality is
underpinned by an extensive programme of research and evaluation,
Cambridge International and by continuous monitoring of the marking and grading of all
Examinations Cambridge English exams. Of particular importance are the rigorous
The world’s largest provider of procedures which are used in the production and pretesting of
international education programmes question papers.
and qualifications for 5 to 19 year olds
All our systems and processes for designing, developing and
OCR: Oxford Cambridge and RSA delivering exams and assessment services are certified as meeting
Examinations the internationally recognised ISO 9001:2008 standard for quality
One of the UK’s leading providers management and are designed around five essential principles:
of qualifications
Validity – are our exams an authentic test of real-life English?
The world’s most valuable range of English Reliability – do our exams behave consistently and fairly?
qualifications Impact – does our assessment have a positive effect on teaching and
learning?
We offer the world’s leading range of qualifications for learners and Practicality – does our assessment meet learners’ needs within
teachers of English. Globally, over 4 million people take our exams available resources?
each year. Quality – how we plan, deliver and check that we provide excellence
Cambridge ESOL provides assessments across the full spectrum of in all of these fields.
language ability. We offer examinations for general communication,
and professional and academic purposes. All of our exams are aligned How these qualities are brought together is outlined in our
to the principles and approach of the Common European Framework publication Principles of Good Practice, which can be downloaded free
of Reference for Languages (CEFR). from www.CambridgeESOL.org/Principles
2 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
introduction to cambridge english: LEGAL
Introduction to Cambridge English: What level is the exam?
Legal
Cambridge English: Legal is targeted at Levels B2 and C1 of the CEFR.
Who is the exam for?
What can candidates do at Levels B2 and C1?
Cambridge English: Legal is for law students and practising lawyers in
an international legal setting. The Association of Language Testers in Europe (ALTE) has developed
a framework which covers six levels of language proficiency aligned
This includes law students who are: to the CEFR. Long-term research carried out by ALTE has shown what
language learners can typically do at each level. The following table
• seeking employment in an international commercial law context, gives some examples of typical ability in the work domain in each of
e.g. law firms, company legal departments and government the skill areas at B2 and C1 levels.
agencies
Examples of Can Do statements at Level C1
• intending to study law where the course includes a significant
English language content, either in their own country or abroad Reading and Writing Listening and Speaking
• seeking certification to demonstrate their English language CAN understand the general meaning of CAN follow discussion with only
proficiency. more complex reports. occasional need for clarification.
It includes practising lawyers who are: CAN, within a reasonably short time, CAN deal with unpredictable questions.
understand most reports that they are
• seeking new employment in an international commercial law likely to come across. CAN argue their case effectively and
context specify needs precisely.
CAN write most correspondence he/she is
• seeking promotion within their own organisations likely to be required to do. CAN engage in an extended conversation
• learning English as part of a training programme with colleagues and clients on matters
• seeking certification to demonstrate their English language CAN, given enough time, write a report within their authority/competence.
that communicates the desired message.
proficiency.
Examples of Can Do statements at Level B2
It supports law faculties and language schools with the selection,
placement and graduation of their students, and also aids legal Reading and Writing Listening and Speaking
employers with the hiring and training of personnel.
CAN understand the general meaning of CAN ask for factual information and
Cambridge English: Legal candidates are expected to be familiar with non-routine correspondence. understand the answer.
some legal concepts and terminology commonly associated with
international commercial law. CAN understand the general meaning of a CAN ask questions, for example for
report even if the topic is not predictable. clarification, while following a lecture, talk
Who recognises the exam? or presentation.
CAN write a simple report of a factual
Cambridge English: Legal is developed by Cambridge ESOL nature and begin to evaluate, advise, etc. CAN express own opinion, and present
in co‑operation with TransLegal – Europe’s leading firm of arguments to a limited extent.
lawyer‑linguists. CAN write non-routine correspondence
where this is restricted to matters of fact. CAN give a simple, prepared presentation
It is recognised by leading associations of lawyers including the on a familiar topic.
European Company Lawyers Association, the European Law
Students’ Association, the International Association of Young
Lawyers, and the European Young Bar Association.
For more information about recognition, go to
www.CambridgeESOL.org/recognition
• The exam is accredited by Ofqual, the statutory regulatory
authority for external qualifications in England and its
counterparts in Wales and Northern Ireland.
• The UK Border Agency (UKBA) accepts Cambridge English: Legal
as meeting the language requirements for Tier 1, 2 and 4 visa
applications*.
* All information accurate as of January 2013. Check the latest
requirements at www.UKBA.homeoffice.gov.uk
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 3
exam content and processing Marks and results
Exam content and processing Cambridge English: Legal gives detailed, meaningful results. All
candidates receive a Statement of Results. Results are reported as
Cambridge English: Legal is based on realistic texts, tasks and topics three passing grades (C1 Pass with Merit, C1 Pass and B2 Pass) and
similar to those that practitioners would expect to encounter in their two failing grades (Narrow Fail and Fail).
daily working lives.
Statement of Results
The following list is an illustration of some of the areas of law featured
in the exam: The Statement of Results outlines:
• corporate • the candidate’s result; this result is based on a candidate’s total
• business associations score in all four papers
• contract
• sale of goods • a graphical display of a candidate’s performance in each paper
• real property (shown against the scale Exceptional – Good – Borderline – Weak)
• debtor-creditor
• intellectual property • a standardised score out of 100 which allows a candidate to see
• employment exactly how they performed.
• competition
• environmental Certificates
• negotiable instruments
• secured transactions If a candidate achieves Level B2 or above, they will receive a
• aspects of international law. certificate. This will show one of three grades:
The examination also covers relevant aspects of legal practice.
C1 Pass with Merit – this indicates good achievement at
Please note: this list is not exhaustive and is reviewed at regular CEFR Level C1
intervals to ensure Cambridge English: Legal is up to date and
continues to meet the needs of its target users. C1 Pass – this covers the range of ability from a borderline pass to
good achievement at Level C1 of the CEFR
A thorough test of all areas of language ability
B2 Pass – this indicates that your ability is within Level B2 of
There are four papers: Reading, Writing, Listening and Speaking. Each the CEFR.
paper carries 25% of the total marks. Detailed information on each
test and sample papers follow later in this handbook, but the overall Certificates are issued about two weeks after the issue of Statements
focus of each test is as follows: of Results.
Reading – 1 hour 15 minutes Special circumstances
Candidates need to be able to understand texts from sources such as legal journals, books Cambridge English exams are designed to be fair to all test takers.
and articles. This commitment to fairness covers:
Writing – 1 hour 15 minutes • Special arrangements
These are available for candidates with a permanent or long-term
Candidates have to show that they can produce two different pieces of writing: a letter of disability. Consult the Cambridge ESOL Centre Exams Manager
reply in Part 1 and a memorandum in Part 2. (CEM) in your area for more details as soon as you become
aware of a candidate who may need special arrangements.
Listening – 40 minutes (approximately)
• Special consideration
Candidates need to show they understand the meaning of a range of spoken material Cambridge ESOL will give special consideration to candidates
such as law-related presentations, briefings, discussions and interviews. affected by adverse circumstances such as illness or
bereavement immediately before or during an exam. Applications
Speaking – 16 minutes for special consideration must be made through the centre no
later than 10 working days after the exam date.
Candidates take the Speaking test with another candidate or in a group of three, and are
tested on their ability to take part in different types of interaction: with the examiner, with • Malpractice
the other candidate and by themselves. Cambridge ESOL will investigate all cases where candidates are
suspected of copying, collusion or breaking the exam regulations
International English in some other way. Results may be withheld while they are
being investigated, or because we have found an infringement of
English is used in a wide range of international contexts. To reflect regulations. Centres are notified if a candidate’s results have been
this, candidates’ responses to tasks in Cambridge English exams are investigated.
acceptable in all varieties and accents of English, provided they do
not interfere with communication. Materials used feature a range of
accents and texts from English-speaking countries, including the UK,
North America and Australia. US and other versions of spelling are
accepted if used consistently.
4 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Exam support exam support
A feature of Cambridge English exams is the outstanding support we Cambridge English Teacher
offer to teachers and candidates.
Developed by Cambridge University Press and University of
Free support materials Cambridge ESOL Examinations (Cambridge ESOL), Cambridge
English Teacher provides opportunities for English language teachers
Past examination papers which can be used for practice, examination to engage in continuing professional development through online
reports which provide a general view of how candidates performed, courses, sharing best practice and networking with other ELT
and guidance on the preparation of candidates, can be found at professionals worldwide through forums and webinars.
www.legalenglishtest.org For more information on how to become a Cambridge English
Teacher, visit www.CambridgeEnglishTeacher.org
How to order Cambridge English support materials
Support for candidates
A range of official exam preparation materials for candidates and
teachers can be ordered from your local Cambridge University Cambridge ESOL website
Press representative. Details can be found in the ELT section at
www.cambridge.org/elt/exams We provide learners with a wealth of exam resources and preparation
materials throughout our main website, including exam advice,
Support for teachers sample papers and a guide for candidates.
www.CambridgeESOL.org
Teacher Support website
Official preparation materials
This website provides an invaluable, user-friendly free resource for all
teachers preparing for our exams. It includes: A range of official Cambridge English preparation materials is
available from University of Cambridge ESOL Examinations
General information – handbook for teachers, sample papers, (Cambridge ESOL) and Cambridge University Press. Materials
exam reports, exam dates include printed and digital resources to support teachers and help
Detailed information – format, timing, number of questions, task learners prepare for their exam.
types, mark scheme of each paper For detailed exam information and further support, visit
Advice for teachers – developing students’ skills and preparing www.legalenglishtest.org
them for the exam
Downloadable lessons – a lesson for every part of every paper;
there are more than 1,000 in total
Forums – where teachers can share experiences and knowledge
Careers – teaching qualifications for career progression
News and events – what’s happening globally and locally in your
area
Seminars – a wide range of exam-specific seminars for new and
experienced teachers, administrators and school directors
eMedia page – past Teacher Support newsletters and webinars
can be downloaded.
www.teachers.CambridgeESOL.org
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 5
exam support
Other sources of support materials
Coursebooks, practice tests and learning resources are also produced
by independent publishers to help candidates prepare for Cambridge
English exams. We cannot advise on textbooks or courses of study
that we do not provide, but when you are choosing course materials
you should bear in mind that:
• Cambridge English: Legal requires all-round language ability
• most coursebooks will need to be supplemented
• any coursebooks and practice materials you choose should
accurately reflect the content and format of the exam.
www.CambridgeESOL.org/resources/books-for-study
Exam sessions
Cambridge English: Legal is available as a paper-based exam.
Candidates must be entered through a recognised Cambridge ESOL
centre.
Find your nearest centre at www.CambridgeESOL.org/centres
Further information
Contact your local Cambridge ESOL centre, or Cambridge ESOL direct
(using the contact details on the back cover of this handbook) for:
• copies of the regulations
• details of entry procedure
• exam dates
• current fees
• more information about Cambridge English: Legal and other
Cambridge English exams.
6 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Paper 1
Reading
General description Structure and tasks
PAPER FORMAT The paper consists of a range of Part 1
TIMING law-related texts and accompanying
NO. OF PARTS tasks. A text may consist of several TASK TYPE Multiple-choice cloze.
short pieces. AND FOCUS The testing focus is on lexis (e.g. semantic
NO. OF QUESTIONS precision, collocations, fixed phrases and
TASK TYPES 1 hour 15 minutes. FORMAT linking words/phrases).
TASK FOCUSES
There are six parts. Parts 1 to 3 test NO. OF QS Two modified cloze texts each containing
TEXT TYPES candidates’ knowledge and control six gaps and followed by six four-option
LENGTH OF TEXTS of the language system. Parts 4 to 6 multiple-choice questions.
ANSWER FORMAT test candidates’ understanding of the
MARKS meaning of written English at word, 12.
phrase, sentence and paragraph
level. Part 2 Open cloze.
Grammatical and lexico-grammatical.
54. TASK TYPE
AND FOCUS A modified cloze text containing twelve gaps.
Multiple-choice cloze, open cloze, FORMAT
word formation, multiple matching, NO. OF QS 12.
gapped text and four-option multiple
choice. Part 3 Word formation.
Lexical (affixation and compounding).
These include semantic precision, TASK TYPE
grammatical and lexico-grammatical AND FOCUS Two short texts, each containing six gaps.
knowledge, affixation and FORMAT Candidates must form an appropriate word
compounds, awareness of text to complete each gap using the given base
structure, and understanding gist, NO. OF QS words.
detail, opinion and implication.
12.
These include extracts from law
textbooks and reference books, Part 4 Multiple matching.
law journals, legal correspondence, Reading for detail and gist.
reports and web pages. TASK TYPE
AND FOCUS A single text divided into four sections, or
The texts contain approximately FORMAT four related short texts preceded by multiple
2,500 words in total. matching questions.
NO. OF QS
Candidates indicate answers by 6.
shading a box or writing a word on a
machine-readable answer sheet.
Questions 1–36 carry one mark.
Questions 37–54 carry two marks.
Part 5 Gapped text.
Cohesion, coherence, text structure,
TASK TYPE global meaning.
AND FOCUS
FORMAT A text from which sentences have been
removed and placed in jumbled order after the
NO. OF QS text. Candidates must decide from where in
the text the sentences have been removed.
6.
Part 6 Multiple choice.
Reading for detail, gist, opinion, implication
TASK TYPE and referencing.
AND FOCUS
A text followed by four-option multiple-choice
FORMAT questions.
NO. OF QS 6.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 7
PAPER 1: READING PART 4 Multiple matching
The six parts of the Reading paper This part tests the candidate’s general understanding of a text and their
ability to locate specific information within it.
PART 1 Multiple-choice cloze
Sample task and answer key: pages 14 and 17.
In this part, there is an emphasis on vocabulary and linking words/phrases. Each correct answer in Part 4 receives 2 marks.
Sample task and answer key: pages 11, 12 and 17. Part 4 requires candidates to scan a text which is divided into four
Each correct answer in Part 1 receives 1 mark. sections, or four short texts. Candidates are required to match
questions with the relevant information from the text. Some of the
Part 1 requires candidates to choose a word or phrase from a set options will need to be used more than once.
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 The questions for the multiple matching task are printed before the
within the text as a whole. This part of the paper tests knowledge of text to replicate a real-world situation where candidates know their
aspects of vocabulary, such as fixed phrases and collocations, shades purpose in reading a text. There are six questions.
of meaning, phrasal verbs and linkers. There are two short texts, each
containing six questions. The first text contains an example. PART 5 Gapped text
PART 2 Open cloze This part tests the candidate’s understanding of how texts are structured
and their ability to follow the detailed meaning and argument of a text.
In this part, there is an emphasis on structure.
Sample task and answer key: pages 15 and 17.
Sample task and answer key: pages 12 and 17. Each correct answer in Part 5 receives 2 marks.
Each correct answer in Part 2 receives 1 mark.
Part 5 requires candidates to select the sentences which fit the gaps
Part 2 is an open modified cloze task, consisting of a text with in a text. In each case only one answer is correct. The task consists
12 gaps, plus one example. Candidates have to fill each gap of a single-page gapped text followed by the options, including one
in the text with one word only. This part focuses mainly on extra sentence which does not fit in any of the gaps.
awareness and control of structural items such as conjunctions,
prepositions, pronouns, auxiliaries, quantifiers, etc. Answers must Candidates need to read the gapped text first in order to gain an
be grammatically correct at phrase and sentence level, and also be overall idea of the structure and the meaning of the text, and to note
appropriate to the meaning of the whole text. There may be more in particular the information and ideas that appear before and after
than one word which is acceptable for a gap, but candidates should each gap. Then they should decide which sentence fits each gap.
only supply one word. Each letter may be used only once. There are six questions.
PART 3 Word formation PART 6 Multiple choice
In this part, there is an emphasis on vocabulary. This part tests the candidate’s detailed understanding of a text, including
the opinions expressed in it.
Sample task and answer key: pages 13 and 17.
Each correct answer in Part 3 receives 1 mark. Sample task and answer key: pages 16 and 17.
Each correct answer in Part 6 receives 2 marks.
Part 3 is designed to test word formation through affixation and
compounding. Candidates are required to supply an appropriate Part 6 consists of a single-page text followed by multiple-choice
word, formed from a given base word, to fill a gap in a text. There are questions. Candidates need to read the text closely in order to
two short texts, each containing six questions. The first text contains distinguish between, for example, apparently similar viewpoints,
an example. 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 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.
8 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Preparation PAPER 1: READING
General • Advise students to consider all the options carefully before
deciding on their answer. Several of the options may appear
• Make sure the students read as widely as possible in class and possible, but only one will be semantically and grammatically
at home. Classroom reading can include a range of reading texts correct in that particular context.
from authentic sources such as law textbooks, law journals, web
pages and, if possible, legal correspondence. Encourage students PART 2
to interact fully with each text by focusing on pre-reading
questions. These stimulate interest in the topic dealt with by the • Some gaps can be filled by referring just to the immediate
text and train students in prediction techniques. phrase or sentence, but others will require understanding of the
paragraph or whole text. Where relevant, students should be
• It will be useful for students to refer to dictionaries and grammar encouraged to try to circle the word or words in the text that
books while studying. However, they should also be encouraged determine the answer.
to read texts without thinking that they need to understand every
word. They are not allowed to use a dictionary in the examination • The kinds of words which are gapped may sometimes correspond
and they should be trained to try to guess the meaning of to the kinds of errors that students make, so discussion of their
unknown words from the context. Students sometimes spend too writing may be useful.
long processing the text at word level rather than trying to get a
more ‘top down’ view of what it is about. • Remind students that only one word is required for each answer.
Answers of more than one word will be marked wrong.
• It is important to make sure the students are familiar with
the standard format of the test by going through the sample • Remind students to use the context to help them identify the
materials with them. missing part of speech, e.g. conjunction, preposition, pronoun,
auxiliary, quantifier, etc.
• Make sure students are familiar with the instructions on the front
page of the question paper, and for each part of the test. They PART 3
should also be familiar with the technique of indicating their
answer on the separate answer sheet, so that they can do this • Remind students that they need to understand the context of
quickly and accurately. They will need to be shown how to do this each gap in the text to decide which part of speech (noun, verb,
and to practise in a timed exercise. They need to think about the adjective or adverb) is required.
relative merits of transferring their answers to the answer sheet
at the end of each task or waiting until the end of the test. If they • Sometimes a plural form or a specific part of a verb will be
find it difficult to complete the six parts in the time allowed, it required.
may be wiser to transfer answers after each part.
• Sometimes a negative prefix will be required. There is often at
• When students are familiar with the different task types, it is a least one word requiring a prefix (e.g. un-, im-, ir-, dis-, etc.) in a
good idea to discuss which part(s) take them longer to complete. Part 3 task, so check that students are aware of these forms.
Following this discussion you may wish to suggest possible
timings for each task. Students may prefer to attempt tasks which PART 4
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 • Encourage students to highlight key words in the question, to
outcome of the discussion will also help you to decide which help them focus their reading.
sections of the paper to focus on for further practice and may
lead on to assistance with faster reading strategies. • Discourage students from selecting an answer solely on the basis
of matching a word in the question with a word in the text, as
• Remind students to check the spelling of their answers to Parts 2 careful reading is required to ensure an accurate match in terms
and 3, as incorrect spelling is penalised, and to write clearly and of meaning.
in capital letters.
• Students may benefit from practice in paraphrasing, as the
By part wording of the question is likely to differ from that of the text.
Ask students to divide suitable texts into four sections and to
PART 1 identify ideas within each section, focusing on how the sections
are similar and how they are different. They can then use
• Students should be encouraged to read extensively from paraphrasing to write their own questions.
appropriate sources in order to build up a wide vocabulary.
In doing so, they should pay attention to the shades of PART 5
meaning differentiating sets of similar words, collocation and
complementation. • Encourage students to read the text as a whole, and not to focus
on each gap separately. They need to understand that an idea
• Any vocabulary-building activity working with lexis relevant to of the structure and the development of the theme of the text
legal English is likely to be useful in preparing for this task. is necessary before starting to do the task. Students frequently
make the wrong choices by selecting options which fit the text
• Spend time practising linking words and phrases (which will also before the gap, and neglecting to check that the text after the gap
benefit students’ writing skills). follows on smoothly.
• 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.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 9
PAPER 1: READING
words and phrases indicating time, cause and effect, contrasting
arguments, pronouns, repetition and use of verb tenses.
• 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.
• 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.
• The cut and paste function of word processing packages can be
exploited in preparing for this task.
PART 6
• Students should read the whole text before reading the multiple-
choice questions. Particularly since three of the four options 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.
• 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.
• 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.
• 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.
10 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
paper 1: READING | SAMPLE PAPER
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EXPAAMPER| L1E|VREELA|DPIANPGER PAPER 1: READING | ANSWER KEY
SAMPLE PAPER
Answer key
Q Part 2 Q Part 3 Q Part 4
Q Part 1 37 B
1D 13 none 25 framework 38 D
2A 26 obligations 39 A
3B 14 in 27 prosperous 40 D
4A 28 accountable 41 C
5C 15 to 29 virtually 42 B
6D 30 settlement
7D 16 such 31 evasion Q Part 5
8C 32 irregularity/ 43 F
9B 17 do 44 C
10 A irregularities 45 E
11 C 18 been 33 offence/offense 46 G
12 B 34 facilitate 47 A
19 as 35 disciplinary 48 D
36 disclosure
20 although/though/ Q Part 6
while/whilst 49 B
50 C
21 of 51 C
52 B
22 or 53 D
54 A
23 how
24 ALL
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 17
PAPER 1: READING | CANDIDATE ANSWER SHEET PAPER 1 | READING
Candidate answer sheet
18 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Paper 2
Writing
General description Structure and tasks
PAPER FORMAT The paper consists of two Part 1
law-related writing tasks in response
TIMING to stimuli provided and for a given TASK TYPE A letter.
NO. OF PARTS purpose and target reader. AND FOCUS Explaining, refuting, presenting and
NO. OF QUESTIONS developing arguments, suggesting, etc.
TASK TYPES 1 hour 15 minutes. FORMAT
TASK FOCUSES Candidates are required to produce a letter
There are two parts. NO. OF TASKS based on a rubric, input letter and five
ANSWER FORMAT AND LENGTH content points.
MARKS Two (both are compulsory).
One compulsory task.
Candidates are required to write a 120–180 words.
letter and a memorandum.
Part 2
The focus varies slightly across the
two parts but, in both, candidates TASK TYPE A memorandum.
are required to cover all the content AND FOCUS Presenting and developing arguments,
points. In Part 2, candidates have expressing and supporting opinions,
more scope to display their linguistic FORMAT evaluating ideas, describing, summarising,
competence as there is more recommending, persuading, explaining,
opportunity to structure and develop apologising, reassuring, complaining, etc.
content than in Part 1.
Candidates are required to produce a
Candidates write their answers on a memorandum based on a rubric, including
lined answer sheet. four content points.
Part 1 carries 40% of the total marks NO. OF TASKS One compulsory task.
available and Part 2 carries 60% of AND LENGTH 200–250 words.
the total marks available.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 19
PAPER 2: WRITING for effective task achievement and candidates will be expected
to develop law-related topics and discuss law-related issues in a
The two parts of the Writing paper non‑technical way in their answers.
µ Part 1 of the Test of Writing carries 40% of the total Preparation
marks available and Part 2 carries 60% of the total General
marks available.
• When preparing students for the examination, it is important to
Part 1 make sure they are familiar with the paper and the range of task
types and topics. Students will need guidance on the particular
This part tests the candidate’s ability to produce a letter in response to an features of each task type and the appropriate style and tone. An
input text. inappropriate style is not specifically penalised but may affect
candidates’ marks on the relevant subscales.
Sample task and scripts: pages 22 and 27–29.
• Train your students to read the questions carefully, underlining
Task type and focus the most important parts. They then need to plan an answer
which addresses all the points required by the task. This will help
A letter. The range of functions in the task may include evaluating, them balance their answers so that a range of language can be
expressing opinions, hypothesising, justifying, persuading, prioritising, demonstrated.
summarising, comparing and contrasting as well as advising,
apologising, correcting, describing, explaining, recommending and • The time allowed for the Writing paper (1 hour 15 minutes) is
suggesting. The usual conventions of letter writing, i.e. opening designed to be sufficient for students to make brief plans and
salutation, paragraphing and closing phrasing, are required, but it then write their two answers as clearly as possible. They should
is not necessary to include postal addresses. Candidates who do not worry if they make mistakes but they should make clear
include addresses will not be penalised. corrections so that the examiner can follow and mark what they
have written.
Task format
• Your students will need practice in writing tasks at this level
Candidates need to base their answer on the input material. This within the word limit so that they know when they have written
input is made up of a letter and accompanying notes, a number enough in their own handwriting.
of which will require the candidate to address law-related issues
relevant to the context of the task. It is very important that candidates • Students need to think carefully about who the target reader is
cover the function(s) specified in the rubric so that the target reader for each task and try to write in an appropriate style and tone. Is
is fully informed. Candidates must read all of the input material the target reader, for example, a client, a colleague or someone
carefully. Candidates need to adopt an appropriate style, layout in a position of authority? Do they need to present difficult
and register for the task: the overall aim of the task being to have information politely (as in a complaint) or are they trying to
a positive effect on the target reader. Listing information in simple persuade somebody to do something? The balance between the
sentences is not enough: organisation and cohesion, clear layout, function(s) required by the task and the relationship with the
balance, appropriate register, control and accuracy of language target reader is important.
are all important features of task achievement. Evidence of range
of language is also required, which means building on key words • When planning their writing, it is important that students use
from the input rather than lifting whole segments. Part 1 tasks offer effective paragraphing and they should be encouraged to develop
candidates the opportunity to expand on the information given and each of the required points in a separate paragraph. Headings in
this enables them to demonstrate their range of language. Part 2 memoranda also often make the text easier for the target
reader to follow.
Part 2
• Using a variety of linking words is important, as is ensuring that
This part tests the candidate’s ability to produce a memorandum in the flow of ideas in the writing is logical and easy for the reader
response to input. to follow. At levels B2 and C1, it is particularly important that
students can demonstrate an overall cohesion to the whole task
Sample task and scripts: pages 22 and 30–32. as well as at sentence level.
Task type and focus • Students should be encouraged to use a range of complex
language. If, in doing so, they make mistakes, the examiner will
A memorandum. The range of functions in the task may include always give credit for the complex language attempted as long
presenting and developing arguments, expressing and supporting as the mistakes do not impede communication. Students will
opinions, evaluating ideas, describing, summarising, recommending, need practice in developing points as fully as possible in order to
persuading, explaining, apologising, reassuring, complaining, etc. demonstrate a range of language and in using as wide a variety of
vocabulary as possible by, for example, using synonyms. Credit
Task format will also be given for the appropriate use of legal terminology.
There is less reading input for this task than for Part 1. The writing • Errors which do not impede communication may, nonetheless,
task in Part 2 has a context, a purpose for writing and a target affect the overall success of the communication and students
reader specified. Attention to every element in the rubric is essential
20 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 2: WRITING
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.
• 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. This may affect candidates’ marks on the
relevant subscales. American usage and spelling are as valid as
British usage and spelling.
• 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
PART 1
• 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.
• 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.
• The task is made up of an input letter with notes. Students,
therefore, need practice in reformulating the language used in
note form into full sentences, paying particular attention to verb
tenses and use of definite/indefinite articles.
PART 2
• 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.
• 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.
• 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 do not simply write 250 words on the topic.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 21
22 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS PAPER 2: WRITING | SAMPLE PAPER
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PAPER 2 | WRITING
PAPER 2: WRITING | ASSESSMENT
Assessment of Writing
Examiners and marking
Writing Examiners (WEs) undergo a rigorous process of training and
certification before they are invited to mark. Once accepted, they are
supervised by Team Leaders (TLs) who are in turn led by a Principal
Examiner (PE), who guides and monitors the marking process.
WEs mark candidate responses in a secure online marking
environment. The software randomly allocates candidate responses
to ensure that individual examiners do not receive a concentration of
good or weak responses, or of any one language group. The software
also allows for examiners’ marking to be monitored for quality and
consistency. During the marking period, the PE and TLs are able
to view their team’s progress and to offer support and advice, as
required.
Assessment scales
Examiners mark tasks using assessment scales that were developed
with explicit reference to the Common European Framework of
Reference for Languages (CEFR). The scales, which are used across
the spectrum of Cambridge ESOL’s General and Business English
Writing tests, consist of four subscales: Content, Communicative
Achievement, Organisation, and Language:
• Content focuses on how well the candidate has fulfilled the task,
in other words if they have done what they were asked to do.
• Communicative Achievement focuses on how appropriate the
writing is for the task and whether the candidate has used the
appropriate register.
• Organisation focuses on the way the candidate puts together the
piece of writing, in other words if it is logical and ordered.
• Language focuses on vocabulary and grammar. This includes the
range of language as well as how accurate it is.
Responses are marked on each subscale from 0 to 7, except for the
Content subscale (0 to 5).
When marking the tasks, examiners take into account length of
responses and varieties of English:
• Guidelines on length are provided for each task; responses
which are too short may not have an adequate range of language
and may not provide all the information that is required, while
responses which are too long may contain irrelevant content and
have a negative effect on the reader. These may affect candidates’
marks on the relevant subscales.
• Candidates are expected to use a particular variety of English
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.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 23
PAPER 2: WRITING | ASSESSMENT
The Content subscale is common to all levels:
Content
5 All content is relevant to the task.
Target reader is fully informed.
3 Minor irrelevances and/or omissions may be present.
Target reader is on the whole informed.
1 Irrelevances and misinterpretation of task may be present.
Target reader is minimally informed.
0 Content is totally irrelevant.
Target reader is not informed.
The remaining three subscales (Communicative Achievement,
Organisation, and Language) have descriptors specific to each
CEFR level:
CEFR Communicative Achievement Organisation Language
level
Uses a wide range of vocabulary, including
Demonstrates complete command of the Text is organised impressively and less common lexis, with fluency, precision,
conventions of the communicative task. coherently using a wide range of sophistication, and style.
cohesive devices and organisational Use of grammar is sophisticated, fully controlled
Communicates complex ideas in an effective patterns with complete flexibility. and completely natural.
and convincing way, holding the target Any inaccuracies occur only as slips.
reader’s attention with ease, fulfilling all
communicative purposes. Uses a range of vocabulary, including less
common lexis, effectively and precisely.
C2 Uses the conventions of the communicative Text is a well-organised, coherent Uses a wide range of simple and complex
grammatical forms with full control, flexibility
task with sufficient flexibility to whole, using a variety of cohesive and sophistication.
Errors, if present, are related to less common
communicate complex ideas in an effective devices and organisational patterns words and structures, or occur as slips.
way, holding the target reader’s attention with flexibility. Uses a range of vocabulary, including less
common lexis, appropriately.
with ease, fulfilling all communicative Uses a range of simple and complex grammatical
forms with control and flexibility.
purposes. Occasional errors may be present but do not
impede communication.
C1 Uses the conventions of the communicative Text is well-organised and coherent,
Uses a range of everyday vocabulary
task effectively to hold the target reader’s using a variety of cohesive devices and appropriately, with occasional inappropriate use
of less common lexis.
attention and communicate straightforward organisational patterns to generally Uses a range of simple and some complex
grammatical forms with a good degree of control.
and complex ideas, as appropriate. good effect. Errors do not impede communication.
B2 Uses the conventions of the communicative Text is generally well-organised and Uses everyday vocabulary generally
appropriately, while occasionally overusing
task to hold the target reader’s attention and coherent, using a variety of linking certain lexis.
Uses simple grammatical forms with a good
communicate straightforward ideas. words and cohesive devices. degree of control.
While errors are noticeable, meaning can still be
B1 Uses the conventions of the communicative Text is connected and coherent, using determined.
task in generally appropriate ways to basic linking words and a limited Uses basic vocabulary reasonably appropriately.
Uses simple grammatical forms with some
communicate straightforward ideas. number of cohesive devices. degree of control.
Errors may impede meaning at times.
A2 Produces text that communicates simple Text is connected using basic,
ideas in simple ways. high‑frequency linking words.
24 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 2: WRITING | assessment
Cambridge English: Legal Writing Examiners use the following assessment scale, extracted from the one on the previous page:
B2/C1 Content Communicative Achievement Organisation Language
7 Uses the conventions of Text is a well-organised, Uses a range of vocabulary, including
the communicative task coherent whole, using a less common lexis, effectively and
with sufficient flexibility to variety of cohesive devices precisely.
communicate complex ideas and organisational patterns Uses a wide range of simple and
in an effective way, holding with flexibility. complex grammatical forms with full
the target reader’s attention control, flexibility and sophistication.
with ease, fulfilling all
communicative purposes. Errors, if present, are related to less
common words and structures, or occur
as slips.
6 Performance shares features of Bands 5 and 7.
5 All content is relevant to the Uses the conventions of Text is well-organised and Uses a range of vocabulary, including
task. the communicative task coherent, using a variety less common lexis, appropriately.
Target reader is fully informed. effectively to hold the target of cohesive devices and Uses a range of simple and complex
reader’s attention and organisational patterns to grammatical forms with control and
communicate straightforward generally good effect. flexibility.
and complex ideas, as
appropriate. Occasional errors may be present but do
not impede communication.
4 Performance shares features of Bands 3 and 5.
3 Minor irrelevances and/or Uses the conventions of Text is generally well- Uses a range of everyday vocabulary
omissions may be present. the communicative task organised and coherent, using appropriately, with occasional
Target reader is on the whole to hold the target reader’s a variety of linking words and inappropriate use of less common lexis.
informed. attention and communicate cohesive devices.
straightforward ideas. Uses a range of simple and some
complex grammatical forms with a good
degree of control.
Errors do not impede communication.
2 Performance shares features of Bands 1 and 3.
1 Irrelevances and Uses the conventions of Text is connected and Uses everyday vocabulary generally
misinterpretation of task may the communicative task in coherent, using basic linking appropriately, while occasionally
be present. generally appropriate ways to words and a limited number overusing certain lexis.
Target reader is minimally communicate straightforward of cohesive devices. Uses simple grammatical forms with a
informed. ideas. good degree of control.
While errors are noticeable, meaning can
still be determined.
0 Content is totally irrelevant. Performance below Band 1.
Target reader is not informed.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 25
PAPER 2: WRITING | glossary of terms
Cambridge ESOL 5. LANGUAGE
Writing mark scheme
Vocabulary Basic vocabulary refers to vocabulary used for survival purposes,
for simple transactions, and the like.
Glossary of terms
Everyday vocabulary refers to vocabulary that comes up in
1. GENERAL Generally is a qualifier meaning not in every way or instance. Thus, common situations of a non-technical nature in the relevant
‘generally appropriately’ refers to performance that is not as good domain.
Generally as ‘appropriately’.
Less common lexis refers to vocabulary items that appear less
Flexibility Flexible and flexibly refer to the ability to adapt – whether often in the relevant domain. These items often help to express
language, organisational devices, or task conventions – rather than ideas more succinctly and precisely.
using the same form over and over, thus evidencing better control
and a wider repertoire of the resource. Flexibility allows a candidate Appropriacy of Appropriacy of vocabulary: the use of words and phrases that
to better achieve communicative goals. vocabulary fit the context of the given task. For example, in I’m very sensible
to noise, the word sensible is inappropriate as the word should
be sensitive. Another example would be Today’s big snow makes
getting around the city difficult. The phrase getting around is well
suited to this situation. However, big snow is inappropriate as big
and snow are not used together. Heavy snow would be appropriate.
2. CONTENT Relevant means related or relatable to required content points and/ Grammatical Simple grammatical forms: words, phrases, basic tenses and
or task requirements. forms simple clauses.
Relevant
The target reader is the hypothetical reader set up in the task, e.g. Complex grammatical forms: longer and more complex items, e.g.
Target reader a colleague, your client. noun clauses, relative and adverb clauses, subordination, passive
forms, infinitives, verb patterns, modal forms and tense contrasts.
Informed The target reader is informed if content points and/or task
requirements are addressed and appropriately developed. Some Grammatical Grammatical control: the ability to consistently use grammar
content points do not require much development (e.g. “state what control accurately and appropriately to convey intended meaning.
is x”) while others require it (“describe”, “explain”).
Range Range: the variety of words and grammatical forms a candidate
uses. At higher levels, candidates will make increasing use
3. COMMUNICATIVE ACHIEVEMENT of a greater variety of words, fixed phrases, collocations and
grammatical forms.
Overuse Overuse refers to those cases where candidates repeatedly use the
same word because they do not have the resources to use another
Conventions Conventions of the communicative task include such things term or phrase the same idea in another way. Some words may
of the as genre, format, register and function. For example, a personal unavoidably appear often as a result of being the topic of the task;
communicative letter should not be written as a formal report, should be laid out that is not covered by the term overuse here.
task accordingly, and use the right tone for the communicative purpose.
Holding the Holding the target reader’s attention is used in the positive sense Errors and slips Errors are systematic mistakes. Slips are mistakes that are non-
target reader’s and refers to the quality of a text that allows a reader to derive systematic, i.e. the candidate has learned the vocabulary item or
attention meaning and not be distracted. It does not refer to texts that force grammatical structure, but just happened to make a mistake in this
a reader to read closely because they are difficult to follow or make instance. In a candidate’s response, where most other examples of
sense of. a lexical/grammatical point are accurate, a mistake on that point
would most likely be a slip.
Communicative Communicative purpose refers to the communicative
purpose requirements as set out in the task, e.g. make a complaint, suggest Impede Impede communication means getting in the way of meaning.
alternatives. communication Meaning can still be determined indicates that some effort is
required from the reader to determine meaning.
Straightforward Straightforward ideas are those which relate to relatively limited
and complex subject matter, usually concrete in nature, and which require simpler
ideas rhetorical devices to communicate. Complex ideas are those which
are of a more abstract nature, or which cover a wider subject area,
requiring more rhetorical resources to bring together and express.
4. ORGANISATION
Linking words, Linking words are cohesive devices, but are separated here to refer
cohesive to higher-frequency vocabulary which provide explicit linkage. They
devices and can range from basic high frequency items (such as “and”, “but”) to
organisational basic and phrasal items (such as “because”, “first of all”, “finally”).
patterns
Cohesive devices refers to more sophisticated linking words and
phrases (e.g. “moreover”, “it may appear”, “as a result”), as well
as grammatical devices such as the use of reference pronouns,
substitution (e.g. There are two women in the picture. The one on
the right …), ellipsis (e.g. The first car he owned was a convertible,
the second a family car.), or repetition.
Organisational patterns refers to less-explicit ways of achieving
connection at the between sentence level and beyond, e.g.
arranging sentences in climactic order, the use of parallelism, using
a rhetorical question to set up a new paragraph.
26 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 1
Part 1
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
Examiner comments
Subscale Mark Commentary
Content 1 Some of the input appears to have been misunderstood or misinterpreted and the target reader is only minimally
informed about the situation.
Communicative 1 Uses the conventions of the legal letter genre in generally appropriate ways, and straightforward ideas are
Achievement communicated.
Organisation 0 The text is lacking in coherence. Linking words (e.g. as, because, also) are used, but there are inaccuracies with
punctuation which lead to a lack of clarity. It is often difficult to detect the connection between the ideas.
Language 0 The range of vocabulary is inadequate for the task. Errors in word formation and spelling make the text difficult to
process at times. The range of structures is limited and simple sentence structure predominates. There are many basic
grammatical errors, and communication is impeded.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 27
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 1
Part 1
Script B
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,
Examiner comments
Subscale Mark Commentary
Content 5 All of the content is relevant, and all the specified content points have been addressed.
Communicative 2 Despite the inappropriate salutation, there is an attempt to use the letter genre in generally appropriate ways. However,
Achievement there are inconsistencies in register, with some lapses into inappropriate tone.
Organisation 4 The text is well organised and coherent but there is uneven use of linking words and cohesive devices.
Language 2 The vocabulary range is generally appropriate but occasionally the word choice lacks precision (e.g. in the contrary,
to control your employees, asking answers). Uses a range of simple and some complex grammatical forms with
some degree of control. Errors in grammar occur in modal verbs, agreement and word order, but these are mainly
non‑impeding.
28 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 1
Part 1
Script C
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.
Examiner comments
Subscale Mark Commentary
Content 5 All of the content is relevant to the task and the target reader will be fully informed.
Communicative 5 The conventions of the task are used to communicate straightforward and complex ideas. Although the style is
Achievement consistently formal, the tone is slightly aggressive in places, limiting the response to Band 5.
Organisation 5 The letter is coherent and organisational patterns and cohesive devices are used to generally good effect.
Language 5 A good range of vocabulary is used appropriately. Complex structures are used with flexibility. There are occasional
errors (e.g. in case your company won’t change its approach) but these do not impede communication.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 29
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 2
Part 2
Script D
To whom it may concerns
Like you know it I leaving on an extended course of study and are transferring my case load to you. I brief on
the case of my client. It is Hofer supermarket. What is involved is a dispute conserning the quality of fruits
deliveried by term supplier. It is called FruitoTaste. Like you know it Hofer supermarket is biggest supermarket
in our country. He use FruitoTaste for to supplieing fruit since fifteen years. But now it is complete disaster.
Oranges, apples, plums, peechs, peers is hard and tastles. Our client talks lots with managers of FruitoTaste
for to asking better quality. Since two years FruitoTaste is promising more softer more tastfull fruits but
is no different. Before six mounths Hofer company ask our lawyer firm for to help. I writed 3 letters to the
manager of FruitoTaste. They are on computer and you can to read them.
What Hofer can to do now? I think
• can not to pay invoice to FruitoTaste what might to make them to do better service
• can to inform to newspapers and television about bad fruits from FruitoTaste
• can to go to tribunal
If Hofer will informs to newspapers and television will be bad image. If Hofer will not to pay invoice will might be
not legal. If
Examiner comments
Subscale Mark Commentary
Content 3 The final point (the possible results of legal action) is omitted (the candidate appears not to have completed the task).
The other points have been addressed, so a sympathetic target reader will be on the whole informed.
Communicative 2 There is an attempt to use the conventions of the memorandum format, but the register is inconsistent and the role of
Achievement the reader is not always clear. Some straightforward ideas are communicated.
Organisation 2 Basic linking words (if, but) are used, and there is an attempt to use pronouns (including relative pronouns), but this is
not always successful. There is some evidence of paragraphing and bullet points are used appropriately.
Language 1 Everyday vocabulary tends to be used appropriately, but the range is limited. The sentence structures are simple, but
there are problems when complex forms are attempted. However, meaning can still be determined.
30 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 2
Part 2
Script E
To: Dieter Hoffmann
From: Pavel Neumann
Subject: Tresco versus Tutti Frutti
Thank you that you are going to control my cases during my extended course of study. I really very apreciate
you do this.
Background
Most important case for me this season is Tresco versus Tutti Frutti. Our client is big supermarket Tresco,
that is multinational company, and HQ is UK. After that Tresco started business in Czech Republic they
always have used Tutti Frutti for fruits supplying, however in last months quality of fruit delivered is not same
as previously. Our client sent much messages (using e-mails, letters, telephone) in try to improve Tutti Frutti’s
fruits quality, but not with success. After all Tresco asked our co-operation.
Options available to client
I last week meet with Prague Tresco Assistant Manager in order to considerate options. He showed last
contract with Tutti Frutti, what was signed in 2011. It has clause about continuing cooperation between Tresco
and Tutti Frutti for five years, unless one party will break contract. Assistant Manager believes Tutti Frutti’s
bad quality is breach of contract so contract now is empty. He wants that we sue Tutti Frutti for breach and
ask court damages because of bad quality. That is one option.
Other option is mediation. Tutti Frutti possibly agree with mediation and we negotiate better terms of
contract. Is this cheaper option. Problem is that Assistant Manager wants quick solution and thinks that has
Tresco power to defeat Tutti Frutti.
Possible results of legal action
Tresco is strong in market and has ability to pay us well for work in court. Assistant Manager has lots of
pictures from bad apples and letters from unsatisfied costumers about bad quality fruits. I think we can show
judge that Tresco has right.
Examiner comments
Subscale Mark Commentary
Content 5 All of the content is relevant to the task and the target reader is fully informed.
Communicative 4 The conventions of the memorandum genre are used to hold the reader’s attention, but the candidate’s difficulties with
Achievement complex structures mean that complex ideas are not always communicated effectively.
Organisation 4 The text is well organised and coherent. Sub-headings and paragraphs are used effectively. A variety of linking words
and cohesive devices is used, but not always to good effect (e.g. however, After all, problems with relative pronouns and
articles).
Language 3 A range of relevant everyday and legal vocabulary is used appropriately, but there is inappropriate use of some less
common lexis (e.g. control, considerate, contract now is empty). A range of simple and some complex grammatical forms is
used with some control. The lexical mark for this response seems to fit the descriptors for Band 4, while the grammatical
control would probably best fit Band 2. Band 3 is thus the appropriate ‘Language’ mark for this response, particularly
since the errors do not impede communication.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 31
PAPER 2: WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS
PAPER 2 | WRITING | PART 2
Part 2
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
Examiner comments
Subscale Mark Commentary
Content 5 All of the material is relevant and well developed.
Communicative 7 The register is consistently appropriate to an internal memorandum, and all communicative purposes are fulfilled.
Achievement
Organisation 7 The memo is an effectively and flexibly organised coherent whole. The layout helps to convey the information clearly.
Language 7 The candidate has used a wide range of vocabulary effectively, including idioms (e.g. green light), suitable collocations
(e.g. incurred losses) and legal expressions (e.g. enter into a new agreement, to have a good case). A range of structures and
tenses is used accurately and with full control. There are only occasional minor errors.
32 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Paper 3
Listening
General description Structure and tasks
PAPER FORMAT The paper contains four parts. Each Part 1
TIMING part contains a recorded text or texts
NO. OF PARTS and a listening task. TASK TYPE Multiple choice.
NO. OF QUESTIONS AND FOCUS Understanding gist, detail, function, purpose,
TASK TYPES 40 minutes, including time for the FORMAT topic, attitude, feeling, opinion, inference.
TASK FOCUSES transfer of answers to the answer
TEXT TYPES sheet. NO. OF QS Three short monologues or dialogues of
approximately one minute each, not linked
ANSWER FORMAT There are four parts. thematically. Each extract is heard twice.
MARKS 30. 6.
Multiple-choice questions, sentence Part 2 Multiple choice.
completion and multiple matching. Understanding gist, specific information,
TASK TYPE opinion, and attitude.
These include understanding specific AND FOCUS
information, gist, attitude, opinion, A conversation between two or more
main points and detail. FORMAT interacting speakers of approximately four
minutes, heard twice.
Monologues: these include NO. OF QS
presentations, lectures, 5.
announcements, briefings, etc.
Interacting speakers: these include Part 3 Sentence completion.
meetings, discussions, interviews, Following the main points and retrieving
consultations, etc. TASK TYPE specific information from the text.
AND FOCUS
Candidates are advised to write their A monologue of approximately four minutes,
answers in the spaces provided on FORMAT heard twice.
the question paper. There are five
minutes at the end of the test to NO. OF QS 9.
copy the answers onto a separate
answer sheet. Candidates indicate Part 4 Multiple matching.
their answers by shading a box Identifying speakers and topics, interpreting
or writing a word, or words, on a TASK TYPE context, recognising attitude and function,
machine-readable answer sheet. AND FOCUS gist and main points.
Each correct answer receives one FORMAT A series of five themed monologues of
mark. approximately 30 seconds each. The whole
NO. OF QS sequence is heard twice.
10.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 33
PAPER 3: LISTENING the context of the question prompts. Keys generally focus on concrete
pieces of information or stated opinions and are designed to be short
The four parts of the and to fit comfortably into the space on the answer sheet. Correct
Listening paper spelling is expected at this level, although some minor variations may
be allowed. Care is taken, however, not to focus on words that cause
Part 1 Multiple choice undue spelling difficulties as keys, and both US and British English
spellings are accepted.
This part tests the candidates’ ability to understand gist, detail, function,
purpose, topic, attitude, feeling, opinion and inference. Part 4 Multiple matching
Sample task and answer key: pages 37 and 43. This part tests the candidates’ ability to identify the gist of a number of
µ Each correct answer in Part 1 receives 1 mark. short texts on a theme by identifying speakers, topics, functions, attitude
and opinion.
A series of three short monologues or dialogues:
each heard twice. Sample task and answer key: pages 39 and 43.
µ Each correct answer in Part 4 receives 1 mark.
This part features three unrelated short extracts with two three-
option multiple-choice questions on each text. These extracts may Series of five short extracts: heard twice.
be self-contained monologues or dialogues. There is an introductory
sentence to each extract on the question paper, which gives In this part, candidates listen to five thematically-linked short
information to contextualise what is heard. The extracts are set in extracts, each of which has a different speaker. This part of the test
a range of legal contexts and each question focuses on a different involves two tasks, each consisting of five questions, from which
aspect of each text. Each text is approximately one minute in length candidates choose the correct option from a list of six. The whole
and is heard twice. sequence is heard twice.
Part 2 Multiple choice Recording information
This part tests the candidates’ ability to understand gist, specific The instructions for each task are given on the question paper and
information, opinion and attitude. are also heard on the recording. Before each text is heard, candidates
will have time to read through and think about the questions. The
Sample task and answer key: pages 38 and 43. length of this preparation time is indicated on the tape. Candidates
µ Each correct answer in Part 2 receives 1 mark. 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
Text with interacting speakers: heard twice. voices, styles of delivery and accents will be heard in each listening
paper to reflect the various contexts presented in the recordings.
This part features discussions and interviews of 3–4 minutes in
length. Tasks are designed to test the understanding of gist, attitude Preparation
and opinion as well as specific information from the text. There are
five three-option multiple-choice questions. The questions follow the General
order of information presented in the text.
• Classroom discussion activities in the target language provide an
Part 3 Sentence completion invaluable source of listening practice.
This part tests the candidates’ ability to follow the main points of a text • Students’ ability to understand what they hear can improve
and retrieve specific information. dramatically if they are regularly exposed to audio materials: the
more English they hear, delivered at natural speed in a variety
Sample task and answer key: pages 38 and 43. of voices and contexts, the more confident they will become in
µ Each correct answer in Part 3 receives 1 mark. extracting key information and gist meaning, even when they are
not able to decode every single word or phrase. These skills are
Informational monologue: heard twice. essential to learners at Cambridge English: Legal level.
This part features an informational text of 3–4 minutes in length. • A daily learning programme which includes a ‘hearing English’
Tasks in this part are designed to test the retrieval of detailed component from audio recordings will help prepare students for
information from the text. Candidates are required to write a word, the Test of Listening. Students should be exposed to varieties
or words, in response to a written prompt. In such tasks, candidates of English and to the language of different contexts, e.g. formal
copy the target words only onto the answer sheet. announcements, lectures, less formal talks, informal discussions,
interviews, presentations, consultations, social situations, etc.
There are nine questions. The questions follow the order of
information presented in the text, and keys focus on the actual words • Students should be encouraged to deal with texts in different
heard on the recording. Candidates who paraphrase the information ways depending on the nature of the listening task. For example,
may still get the mark, but only if their answers are fully meaningful in they might listen to a text once for gist, producing a summary
34 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
of the main ideas or attitudes expressed. They could then be PAPER 3: LISTENING
asked to listen to the same text again, this time retrieving specific
information. • As in Part 1, students can be encouraged to concentrate on the
question stems, rather than the options in their preparation – so
• Make students aware of how much they themselves bring to that they can listen for the answer in the text and then match this
a listening task. Encourage them to make predictions about to the closest option.
listening texts from their own experience and world knowledge.
The rubric provides information about the speaker, topic and • The questions in this part will use language that paraphrases
context. Encourage students to use this information to help them and reports ideas from the text. As the texts often focus on the
tune in to the text quickly when they hear it. attitudes and opinions of speakers, which are discussed at length,
students need to have a good command of the meaning and use
• Remind students that they should use the pause before each of the type of language used to report these ideas succinctly in
recording to read through the task carefully, so they are prepared the questions. They will, for example, need to understand such
for what they hear. Encourage them to use the task on the words as reporting verbs (e.g. regrets, admits, recommends, etc.),
question paper to guide them through the listening text and keep adjectives and adverbs describing attitudes and feelings (e.g.
their place as they answer the questions. disappointed, frustrated, unexpected, etc.) and words used to
report opinions (e.g. insists, suggests, denies, etc.) and degrees of
• Remind students that in long texts, the questions come in the certainty (e.g. doubtful, convinced, etc.).
same order as the information in the recording – and therefore
reflect the structure of the text. Help them to identify discourse PART 3
markers, interviewer’s questions and other textual features that
structure a text and are often reflected in the layout and wording • Remind your students that the task rubric and the set of
of the task on the page. sentences on the page provide a lot of information about what
they are going to hear. Encourage them to use the preparation
• Remind students that in the productive task (sentence time wisely. One way of doing this is to give them pre-listening
completion in Part 3) they should write clearly when they copy tasks in the classroom that will help them to activate likely
their answers onto the answer sheet, using capital letters. Only vocabulary and other language features associated with the topic
letters should be written on the mark sheet for objective tasks and context. For example, they can look at the information in
(multiple choice in Part 1 and Part 2, and multiple matching in the rubric and try to visualise the speaker and the situation; to
Part 4). imagine the kind of information that might be given, and the type
of language that might be used.
• Encourage students to answer all the questions, even if they are
not sure – there are no marks deducted for wrong answers and • Encourage students to read through the set of sentences and
they’ve probably understood more than they think. think about the type of information that is missing. Remind them
that most keys will focus on concrete pieces of information (e.g.
By part nouns, proper names, etc.) and will generally be single words
or very short noun groups (e.g. adjective plus noun), and that
PART 1 usually no more than three words are required.
• Remind students that there is a range of task focus in these • Tell students not to try and write long answers and not to repeat
questions, and they are not necessarily being tested on a detailed information which is already on the page. Some students try to
understanding of the text alone. paraphrase the information they hear rather than using the actual
words on the recording. This is not a good idea. Remind students
• Questions may be focused on, for example, speaker purpose, that the set of sentences will be a summary or paraphrase of the
attitude, opinion or agreement in dialogues. Some questions may information in the text, but that the words they write in the gaps
focus on one specific piece of text, for example one speaker’s should be those they hear on the recording.
turn, or may be focused on a gist understanding of the whole text.
• In this task, the word(s) students write must complete the
• Students can be encouraged to concentrate on the question sentence logically and grammatically. By using the actual words
stems, rather than the options, in their preparation so that they on the recording, students can complete the sentences without
can listen for the answer in the text and then match this to the worrying too much about the grammar. They should, however,
closest option. check that they have heard the correct form of the word. For
example, if students do not hear clearly whether a word is
PART 2 singular or plural, they should check the rest of the sentence to
see which is required.
• This is one of the longest parts of the Test of Listening, and
students should be given plenty of exposure to longer interviews PART 4
and discussions.
• Remind students that they will hear five different speakers, but
• Students need to follow the line of development in these texts that the texts will have a thematic link. In this part of the test, the
and recognise when the conversation has moved on from one whole series of texts is heard once and then the whole series is
particular aspect of the issue being discussed to another. For repeated.
example, on a first listening in class, students can listen simply
for the number of issues discussed, what they are, and where the • Encourage students to think about the theme of the texts and to
natural breaks in the dialogue come, as well as each speaker’s think about the kinds of attitudes and ideas that they expect to
general attitude towards those issues. hear in connection with these topics.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 35
PAPER 3: LISTENING
• 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.
• 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.
• 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.
• 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.
• 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.
36 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
paper 3: LISTENING | SAMPLE PAPER
EXPAAPMER| 3LE|VLEISLT|ENPAINPGER SAMPLE PAPER
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 37
PAPER 3: LISTENING | SAMPLE PAPER
PAPER 3 | LISTENING
38 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
paper 3: LISTENING | SAMPLE PAPER
EXPAAPMER| 3LE|VLEISLT|ENPAINPGER SAMPLE PAPER
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 39
PAPER 3: LISTENING | SAMPLE PAPER
PAPER 3 | LISTENING
Tapescript happened was that their lawyers were able to convince
a judge that your chemical operations are contrary to
This is the Cambridge International Legal English Certificate, Listening your zoning status. They’ve also got some evidence that
Test, Sample Paper. chemicals may be leaking onto their land. That’s how they
met the requirements necessary to get an order, and they’ve
Look at the Information for Candidates on the front of your question paper. posted a bond to cover any loss you might incur.
This paper requires you to listen to a selection of recorded material and
answer the accompanying questions. Client: So when do I get any say in the matter? It seems ridiculous
that they’re complaining about the chemical operations
There are four parts to the test. You will hear each part twice. when the local authority has no problems with it. We’ve
been doing it for six years.
There will be a pause before each part to allow you to look through the
questions, and other pauses to let you think about your answers. At the Lawyer: Yes, I know Robert … and with the local authorities on our
end of every pause you will hear this sound. side. I wouldn’t be overly worried. However, apparently the
homeowners do have some photographs to submit which
You should write your answers in the spaces provided on the question may well support their argument. A hearing is scheduled for
paper. You will have five minutes at the end to transfer your answers to the next week to determine whether cause exists to continue
separate answer sheet. the order or not pending a full trial. At the hearing, you’ll
need to testify and provide the technical background.
There will now be a pause. You must ask any questions now, as you will
not be allowed to speak during the test. Client: I see.
Now open your question paper and look at Part 1. Now you will hear the recording again.
Part 1 (Extract Two repeated)
You will hear three different extracts. For questions 1–6, choose the answer Extract Three
(A, B or C) which fits best according to what you hear. There are two F: Your new recruit called me about the Thwaite case the other day.
questions for each extract.
How’s she getting on?
You will hear each extract twice.
M: Claudia? She’s not doing badly actually. She certainly keeps
Extract One the paperwork moving – which is more than can be said for her
The six months I spent in Milan were amazing. It wasn’t just that I predecessor I must say. I’m already able to leave most routine
was part of a smaller team, it was also that I had to work with other aspects of cases to her without feeling I need to look over her
local firms. I’d worked with the Italian office before, during a banking shoulder every two minutes to make sure she’s coping OK. My
deal, but being on the spot meant that I could really grasp how things only reservation would be that I feel she’s got a little too involved
work out there. That experience helps a lot when you get home. I in this Thwaite case; that she’s not quite embraced the firm’s
think that the firm’s smaller European offices are different from, say, team approach completely. I’ll have to find a way of broaching
Hong Kong or Singapore – which are much more what I would be the issue with her. What about your chap, Pedro?
used to back home – so it was a good choice for me.
F: Pedro’s doing fine too – just a few rough edges. I got a bit
I think sometimes as a trainee it can be difficult to see the significance worried about his interpretation of one client’s needs though. He
of some of the work you do. It took me a while to appreciate the fact hadn’t quite realised that some of the work he was undertaking,
that without the routine elements, transactions simply can’t complete though appropriate enough in itself, was rather, time hungry in
successfully. Working in the firm’s Milan office was an eye-opener for ways that weren’t moving things forward – I had to explain the
me as it’s a smaller outfit than back home and there’s less in the way cost specifics. He took what I said very well and probably just
of practical support, so it made me realise the importance of getting needs to attend a session on research techniques, you know,
every detail right and still being efficient about it. Even as a trainee, something on targeting the answerable questions.
there’s a need to manage effectively and delegate.
Now you will hear the recording again.
Now you will hear the recording again.
(Extract Three repeated)
(Extract One repeated)
That is the end of Part 1.
Extract Two
Lawyer: Good morning Robert. Thank you for coming. I just wanted Part 2
to update you on where we are concerning your case. You will hear part of a consultation between a lawyer and a new client,
Anna Krupa, who is planning to set up her own business. For questions
Client: Oh, yes, that would be really useful. 7–11, choose the best answer A, B or C.
Lawyer: Basically, what’s happened is that some neighbouring You will hear the recording twice. You now have 45 seconds to look
homeowners have been granted a Temporary Restraining at Part 2.
Order, preventing your company from carrying out any
further chemical operations on your property. What Lawyer: Good morning. I’m Malcolm Travis.
40 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
PAPER 3: LISTENING | SAMPLE paper
PAPER 3 | LISTENING
Anna: Good morning. Anna Krupa. Now you will hear the recording again.
Lawyer: Pleased to meet you. First of all, I have to ask you, has the (Part 2 repeated)
firm acted on your behalf in any other matter?
That is the end of Part 2.
Anna: Not exactly. My husband was a client of your firm some
years ago. He works in the insurance sector, but it wasn’t Part 3
a commercial matter – his siblings were contesting the
contents of their parents’ will – so it’s of no relevance to You hear an announcement at a seminar about a future conference on the
what we’re dealing with now. But he was happy with the subject of taxation law in South America. For questions 12–20, complete
firm, so that’s why I’m here. the sentences.
Lawyer: And I understand you’re interested in setting up your own You will hear the recording twice. You now have one minute to look
business? at Part 3.
Anna: That’s right. It’s time to capitalise on my experience and We’ve got a few minutes before our next session, so there’s just time
training. I’ve been lucky; soon after graduating, I got work to give you some information about an upcoming conference on the
with an innovative software company and was involved in topic of tax incentives in Latin America. The two-day conference will
a highly successful project. Then I was head-hunted by a be held in Miami, Florida on the 17th and 18th of March and is being
larger company, where I stayed for 12 years. That was my presented by the taxation section of the International Bar Association.
last job. I got quite a generous severance package from
them, which I’ve put to good use. I’ve taken time out to Delegates will have the opportunity to update their legal knowledge
develop some research projects of my own, free from the and meet leading international tax lawyers and industry experts. The
pressure of having to look for another post. conference should appeal to accountants, economists and corporate
lawyers dealing with international tax issues in Latin America.
Lawyer: Why did you leave them, may I ask?
If you register now, conference fees can be as little as $485, even
Anna: Well I had some minor differences with my line manager. for non-IBA members who fall into certain categories; for example
You know, little things like I wanted to upgrade the medical lawyers under thirty, full-time academics and judges. To get these
insurance plan that was part of the salary package, and reductions, however, you must register before the 18th of February.
they refused to pay. But although it was a combination After that, fees increase to $845 for non-members and $745 for IBA
of factors, the main trigger was getting passed over for a members. If you wish to attend the conference dinner, there is an
promotion. That’s when I decided that I’d rather work for additional charge of $120.
myself – so I quit. It was quite amicable, but I’m still a little
bitter about not getting the credit I felt I deserved. Otherwise fees cover attendance at all working sessions. These will
be in English and English-Spanish interpreting will be provided. You
Lawyer: And do you have a copy of the employment agreement? will also receive, in advance, all conference materials, including any
The reason I ask is because often they contain a restrictive speakers’ papers submitted before the 11th of February, and you’ll
covenant. be able to get on to the IBA website in the seven days prior to the
conference. During the conference itself, lunches, light refreshments
Anna: I do remember that there was something that prevented and evening receptions are also included in the fee.
me from taking their customers, but I don’t think it said
anything about not competing with them in a more general A key feature of this conference is that it will be run partly as a
sense – you know geographical location, confidentiality, competition for selected young lawyers who will each present
those sorts of things. In any case, if memory serves me papers on a particular incentive or disincentive in a Latin American
correctly, it was only operative for one year after leaving jurisdiction. The best speaker amongst them will be presented with
and that’s passed now – but I’ll check it out. I’ve still got the an award at the Closing Reception. If you’d like to take part, you
agreement somewhere – would you take a look at it for me need first of all to be under forty years of age and be ready to do a
to make certain? 15-minute presentation. The topics of the six sessions are as follows:
On the first day, sessions will focus on tax incentives in oil and
Lawyer: Absolutely, I would need to. So what are your priorities at mining activities and in the financial services sector. If none of those
the moment? topics appeals, then the following day’s programme might hold more
interest for you. That’s when the emphasis will be on tax incentives in
Anna: Well, I’ve come up with what is basically a new kind of utilities, in ecotourism and in the real estate sector.
software package – an invention if you like. I’ve already
applied for a patent, so that’s all in hand, but I need to be Each speaker needs to present a particular incentive or disincentive
thinking about a business plan before I approach the bank in a local Latin American jurisdiction together with the reasons
for a loan to cover the start-up costs. You know, I’ll have for implementing it. The effectiveness of local tax arrangements
to conduct live trials, think about business premises, even for attracting foreign investment should also be addressed. Each
staff eventually. But I want to keep my overheads down, presentation will be followed by a panel discussion which further
so I’m looking for ways of doing that which allow me to investigates the issues raised.
maximise any investment I make. Could you advise me on
such things? Finally, if you’re hoping to attend the conference – whether as a
speaker or a delegate – and you live outside the USA, you may
Lawyer: Indeed we could. Let’s talk about the business plan first. need to think about a visa. The conference organisers would like to
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 41
PAPER 3: LISTENING | SAMPLE PAPER
PAPER 3 | LISTENING
stress, though, that they are unable to issue a letter in support of any where we’d liaise closely with various overseas offices. It
application until they have received a completed registration form wouldn’t have been my choice because nothing in my previous
and the full fees. training had prepared me for that, but I gradually acquired the
necessary expertise.
So, if you’d like more information about the … [fade]
Speaker 4
Now you will hear the recording again. I’d read a very positive article about Haddiscoe in the press, but
(Part 3 repeated) it was only at the interview that I sensed how intent they were
on expansion. I reckoned that would mean training opportunities,
That is the end of Part 3. interesting work with high-profile clients, etc., so I didn’t even
apply to any other firms. In actual fact, I’ve mostly been involved
Part 4 with fairly routine work with little opportunity to branch out. It
wouldn’t have been my choice, but it has meant that I’m trusted
Now look at the fourth and last part of the test. Part four consists of two to do more things on my own. Like when the partner takes me
tasks. along to meetings and then leaves all the follow-up to me –
drafting the documents, preparing for the signing, etc. Some
You will hear five short extracts in which various employees of a law firm colleagues recruited more recently don’t really get that.
called Haddiscoe are talking about working for the company. Look at
Task One. For questions 21–25, choose from the list A–F the thing that Speaker 5
impressed each speaker about the firm initially. Now look at Task Two. For Friends working at Haddiscoe seemed quite enthusiastic, but
questions 26–30, choose from the list A–F what each speaker regards as
the most valuable experience they have gained whilst with the firm. colleagues aren’t everything, so I got hold of a copy of the firm’s
mission statement. It might not be the best way to choose an
You will hear the recording twice. While you listen you must complete both employer, but I found myself in sympathy with their general
tasks. approach and so applied. I was pleasantly surprised by the
variety and the scale of the litigation projects I got involved
You now have 40 seconds to look at Part 4. in, though I have to be flexible. But the real plus for me is the
chance I get to pass my knowledge and experience on to newer
Speaker 1 recruits. Devoting time to the induction course means less
I’d applied to various law firms, and been put off by the very contact with clients, which might mean less higher-level work in
the future, but the rewards far outweigh any drawbacks.
traditional image you get from all the paperwork they send you.
Haddiscoe stood out as different, they dispensed with all that; Now you will hear the recording again.
just invited me in for a fairly laid-back interview, which really
suited me. Once I’d settled in, I realised not everything was quite (Part 4 repeated)
as flexible and friendly as the recruitment staff had suggested.
But never mind; I got the chance to work with people who really That is the end of Part 4. There will now be a five-minute pause to allow
know their stuff in fairly specialist areas of the law. They could you to transfer your answers to the separate answer sheet. Be sure to
be difficult at times, and it was a steep learning curve for me, follow the numbering of all the questions. The question papers and answer
but brilliant training – giving me a future as a specialist in those sheets will then be collected by your supervisor. I’ll remind you when there
areas too. is one minute left, so that you’re sure to finish in time.
Speaker 2 You have one more minute left.
I’d trained with another firm where working conditions were
That is the end of the test.
excellent, but I was fairly ambitious, and could tell from the
interview that at Haddiscoe I’d be able to branch out into all
sorts of areas that interested me for the future – particularly
the regulation of financial markets – I couldn’t have got that
anywhere else so early on in my career. You couldn’t pick and
choose, of course, but I was lucky, getting taken on as assistant
to a partner on a multi-million-dollar financing deal. I got to work
directly with the financiers, drafting a whole document from
scratch. It was only one aspect of the project, but that direct
contact gave me real insights into that branch of the law.
Speaker 3
At first, I wasn’t sure that I fitted Haddiscoe’s image, having
trained in a more traditional firm, but I did eventually find I had
lots in common with my colleagues. What actually attracted me
was the firm’s willingness to experiment with different ways of
working, even for more junior staff; staggered hours, the option
of working at home sometimes – it was all refreshingly forward-
looking. Once there, the most beneficial thing for me personally
was working as part of a team on complex international projects
42 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
EXPAAPMER| 3LE|VLEISLT|ENPAINPGER PAPER 3: LISTENING | answer key
SAMPLE PAPER
Answer key
Q Part 2 Q Part 3 Q Part 4
Q Part 1 7A
1B 8C 12 accountants/ 21 A
2C 9B economists 22 D
3B 10 A 23 E
4B 11 C 13 full-time judges 24 C
5A 25 F
6C 14 745/seven hundred 26 F
and forty-five 27 C
(dollars) 28 D
29 E
15 website 30 A
16 competition
17 oil/mining
18 real estate
19 (panel) discussion
20 visa
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 43
PAPER 3: LISTENING | CANDIDATE ANSWER SHEET PAPER 3 | LISTENING
Candidate answer sheet
44 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Paper 4
Speaking
General description Structure and tasks
PAPER FORMAT The Test of Speaking contains four Part 1
TIMING parts.
NO. OF PARTS TASK TYPE The interlocutor leads a discussion with the
INTERACTION 16 minutes. AND FORMAT two candidates. The candidates are asked to
PATTERN
4. respond to the interlocutor’s questions on
TASK TYPES legal studies and/or legal work experience
Two candidates and two examiners. and further questions on law-related topics.
TASK FOCUSES One examiner acts as both
MARKS interlocutor and assessor and FOCUS Responding to questions and expanding on
manages the interaction either by responses.
asking questions or by providing
cues for candidates. The other acts TIMING 2 minutes.
as assessor only and does not join in
the interaction. Part 2
Short exchanges with the TASK TYPE Individual ‘long turns’ followed by a question
interlocutor; a 1-minute ‘long turn’; AND FORMAT from the second candidate.
a question and answer exchange
between candidates; a collaborative Candidates choose one topic from a set of
task involving the two candidates; two, selected by the interlocutor. Each topic
a three-way discussion. comes with prompts to be used as required.
Candidates have one minute to choose and
Exchanging personal and factual prepare their topic, then talk about the topic
information, expressing and finding for about one minute; the second candidate
out about attitudes and opinions. responds with a question about the talk,
which the first candidate then answers.
The interlocutor gives a single mark
based on a global achievement FOCUS Sustaining a ‘long turn’ and managing
scale, while the assessor applies discourse by giving information, and
detailed analytical scales and gives expressing and justifying opinions.
separate marks for grammar and
vocabulary, discourse management, TIMING 7 minutes (including a 1-minute 'long turn'
pronunciation and interactive for each candidate).
communication.
Part 3
TASK TYPE Two-way conversation between the
AND FORMAT candidates. 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
AND FORMAT collaborative 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.
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 45
PAPER 4: SPEAKING Part 2 Long turn
The four parts of the Speaking test This part tests the candidates’ ability to sustain a ‘long turn’.
Format Sample task and assessment criteria: pages 50–51 and
The paired format of the Cambridge English: Legal Test of Speaking 53–55.
(two examiners and two candidates) offers candidates the
opportunity to demonstrate, in a controlled but friendly environment, In this part of the test, candidates are given the opportunity to speak
their ability to use their spoken language skills effectively in a range for one minute without interruption. Each candidate is given a choice
of contexts. The test lasts 16 minutes. One examiner, the interlocutor, of two law-related topics and asked to talk for one minute about the
conducts the test and gives a global assessment mark for each chosen topic. Candidates are given one minute to choose and prepare
candidate’s performance. The other, the assessor, does not take any their topic. Candidates may be asked to give information and/or
part in the interaction but focuses solely on listening to, and making express and justify opinions. Topics are different for each candidate
an assessment of, the candidates’ oral proficiency. and there are three prompts to help the candidates.
At the end of the Test of Speaking, candidates are thanked Candidates can show their ability to manage discourse and express
for attending, but are given no indication of the level of their themselves coherently using appropriate language. Candidates
achievement. should pay attention while their partner is speaking, as they are asked
to respond with a question after their partner has spoken. Candidates
The standard format is two examiners and two candidates, and, should be made aware, however, that they should not speak during
wherever possible, this will be the form which the Test of Speaking their partner’s ‘long turn’.
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 Part 3 Collaborative task
together instead of two. The test format, test materials and procedure
will remain unchanged but the timing will be longer: 23 minutes This part tests the candidates’ ability to collaborate and negotiate through
instead of 16. initiating and responding in an appropriate way.
The Test of Speaking consists of four parts, each of which is assessed. Sample task and assessment criteria: pages 52 and
Each part of the test focuses on a different type of interaction:
between the interlocutor and each candidate, between the two 53–55.
candidates, and among all three. The patterns of discourse vary
within each part of the test. The candidates are given oral and written instructions to form the
basis for a task which they discuss together. Candidates are expected
Part 1 Interview to work towards a negotiated completion of the task and are assessed
on their ability to negotiate and collaborate with each other while
This part tests the candidates’ ability to respond to questions and expand doing this.
on responses.
The task gives candidates the opportunity to show their range of
Sample task and assessment criteria: pages 49 and 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
53–55. can agree to differ.
This part of the test gives candidates the opportunity to show their Part 4 Discussion
ability to respond to questions and expand on their responses, talking
about their legal studies and/or legal work experience. 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.
In this part of the test, the interlocutor asks candidates for some
information about themselves. The interlocutor then asks the Sample task and assessment criteria: pages 52 and
candidates to offer their opinion on certain law-related topics.
53–55.
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.
46 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
Preparation PAPER 4: SPEAKING
General By part
• Students should be aware that they are not being assessed on PART 1
their ideas or their knowledge of the law but that they do need to
contribute fully in all parts of the test in order for an assessment • Students should be made aware that they are expected to
of their language ability to be made. react naturally to the interlocutor’s questions and not rehearse
speeches for this part of the test. It is important to demonstrate
• It is essential that students are able to participate in pair and in class what is required in this part of the test.
group activities effectively, showing sensitivity to turn-taking
and responding appropriately to their partners. Pair and group • Train students to ‘think on their feet’ and answer a question
activities should, therefore, be a regular feature of classroom quickly even if they have never thought about that particular
learning. subject before. For example:
• Students should be given extensive practice in listening carefully Interlocutor: What kind of qualities do you think a good
to instructions and remembering what they are asked to do. lawyer needs?
• Students should know exactly what to expect in each part of the ✗ Candidate 1: Oh … er … I’ve never really given that much
test and they should be equipped with the right kind of language thought.
for each part, e.g. giving personal information, exchanging
information/opinions, giving reasons, speculating, agreeing and ✓ Candidate 1: Well, I think a lawyer should be confident,
disagreeing politely, justifying and negotiating. with a good knowledge of the law, but also
approachable and good at communicating with
• Students should be encouraged to speak clearly so that they can people.
be heard and understood, and paraphrase effectively when they
do not know or cannot remember a word. Students should be • Encourage students to practise Part 1 in groups of three.
made aware that different varieties of standard English accents in One student could be the interlocutor and the other two the
the UK and elsewhere in the world are acceptable. candidates, and they could then change roles. Materials from
sample papers can be used for this activity.
• 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 • Advise students to try to use a variety of tenses, language
the test will be, and how they can maximise the time available to and structures in this part of the test. This will create a good
show the examiners what they can do. impression and give them confidence to tackle the other parts of
the test.
• Students should be aware that if they are uncertain about what
they have to do, they can ask for the instructions to be repeated, PART 2
but to do this too often will leave them less time to concentrate
on the task itself. • Give students practice in talking for one minute on a set law-
related subject which they have prepared briefly, or in ‘holding
• Students should be advised not to wait too long before they begin the floor’ in a classroom situation so that they can organise their
to speak. A short pause to gather their thoughts is acceptable, thoughts and ideas quickly during this ‘long turn’.
but anything longer than this will give them less time to produce
a sample of language. • Tell students not to waste precious time by reading out the topic
and/or prompts, as this is not necessary. Tell students simply to
• Students should realise that producing a one-word answer will start talking about their chosen topic.
not give them the opportunity to show their range of language,
etc. so they should expand on their answers and responses • Make sure students are aware that the prompts are there to help
wherever possible. the candidates, but they do not have to use all of them.
N.B. In some centres, candidates from the same school are paired together. • Tell students not to adopt ‘closure’ techniques such as, ‘That’s it!
However, where candidates from a number of different educational I’ve finished!’ They should keep talking until the interlocutor says,
establishments are entered at the same centre, some candidates may ‘Thank you’. In this way, they will maximise the time available for
find that they are paired with a candidate from another establishment. their 1-minute ‘long turn’.
Students should check with the centre through which they are entering for
the local procedure. • 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.
• 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.
PART 3
• 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
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 47
PAPER 4: SPEAKING • Students may be losing their concentration by this stage in
the test. It is important that they are given practice sessions
which invite their partner to contribute to the discussion, e.g. of 16 minutes so that they know exactly what it is like to do a
‘Would you agree … ?’ 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
• Warn students not to reach conclusions in the first minute or made throughout the rest of the test. Regular participation in a
so of the test as they may leave themselves with nothing to talk complete practice Speaking test will train students to maintain
about for the remainder of the time. Train them to discuss each their level of concentration as the end of the test approaches.
aspect of the task in detail before reaching a decision. Students
need strategies for making the most of the three minutes of time
available.
• Doing timed tasks in class will help students make the best use of
the three minutes available for Part 3.
• 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?’
• 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.
PART 4
• 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.
• 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.
• 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.
• 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.
• 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 …’.
48 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS
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