Cambridge English - Legal - CEFR Levels B2 - C1 - Handbook for Teachers

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PAPER 4 | SPEAKING

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PAPER 4: SPEAKING | assessment

Assessment of Speaking

Examiners and marking

The quality assurance of Speaking Examiners (SEs) is managed
by Team Leaders (TLs). TLs ensure all examiners successfully
complete examiner training and regular certification of procedure
and assessment before they examine. TLs are in turn responsible
to a Professional Support Leader (PSL) who is the professional
representative of Cambridge ESOL for the Speaking tests in a given
country or region.

Annual examiner certification involves attendance at a face-to-face
meeting to focus on and discuss assessment and procedure, followed
by the marking of sample Speaking tests in an online environment.
Examiners must complete standardisation of assessment for all
relevant levels each year and are regularly monitored during live
testing sessions.

Assessment scales

Throughout the test, candidates are assessed on their own individual
performance and not in relation to each other. They are awarded
marks by two examiners: the assessor and the interlocutor. The
assessor awards marks by applying performance descriptors from the
analytical assessment scales for the following criteria:

• Grammar and Vocabulary

• Discourse Management

• Pronunciation

• Interactive Communication
The interlocutor awards a mark for global achievement using the
global achievement scale.

Assessment for Cambridge English: Legal is based on performance
across all parts of the test, and is achieved by applying the relevant
descriptors in the assessment scales. The assessment scales for
Cambridge English: Legal (shown on page 54) are extracted from the
overall Speaking scales on page 55.

CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 53

PAPER 4: SPEAKING | assessment

Cambridge English: Legal Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall
Speaking scales on page 55:

B2/C1 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication

6 Maintains control of a range of Produces extended stretches of Is intelligible. Initiates and responds

simple and complex grammatical language with very little hesitation Phonological features are appropriately, often
forms. and generally with ease. generally used effectively to interacting with ease and
convey and enhance meaning. linking contributions to
Uses a range of appropriate Contributions are relevant, well those of other speakers.
vocabulary to give and exchange organised and consistently

views on a wide range of topics. coherent. Maintains, develops and

Uses a range of cohesive devices often widens the scope
and discourse markers effectively. of the interaction and
negotiates towards an

outcome.

5 Shows a good degree of control Produces extended stretches Is intelligible. Initiates and responds

of a range of simple and some of language with very little Intonation is appropriate. appropriately, linking
complex grammatical forms. hesitation. contributions to those of
Sentence and word stress is other speakers.
Uses a range of appropriate Contributions are relevant and accurately placed.
vocabulary to give and exchange there is a clear organisation of Maintains and develops the
views on a range of topics. ideas. Individual sounds are articulated interaction and negotiates
clearly. towards an outcome.
Uses a range of cohesive devices

and discourse markers.

4 Performance shares features of Bands 3 and 5.

3 Shows a good degree of control Produces extended stretches of Is intelligible. Initiates and responds

of simple grammatical forms, language, despite some hesitation. Intonation is generally appropriately.
and attempts some complex Contributions are relevant and appropriate.
grammatical forms. there is very little repetition. Maintains and develops the
Uses a range of cohesive devices. Sentence and word stress is interaction and negotiates
Uses a range of appropriate generally accurately placed. towards an outcome with
vocabulary to give and exchange very little support.
views on familiar topics. Individual sounds are generally
articulated clearly.

2 Performance shares features of Bands 1 and 3.

1 Shows a good degree of control of Produces responses which are Is mostly intelligible. Initiates and responds

simple grammatical forms. extended beyond short phrases, Has some control of phonological appropriately.
Uses some appropriate despite hesitation.
features at both utterance and Keeps the interaction going

vocabulary when talking about Contributions are mostly relevant, word levels. with very little prompting

familiar topics. despite some repetition. and support.

Uses basic cohesive devices.

0 Performance below Band 1.

B2/C1 Global Achievement

6 Handles communication on a wide range of topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and
5 produce discourse that is coherent and generally easy to follow.

4 Handles communication on a range of topics, with very little hesitation.
3 Uses accurate and appropriate linguistic resources to express ideas and
produce discourse that is generally coherent.
2
1 Performance shares features of Bands 3 and 5.

0 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack
coherence, and some inaccuracies and inappropriate usage occur.

Performance shares features of Bands 1 and 3.

Handles communication on familiar topics, despite hesitation.
Constructs longer utterances but is not able to use complex language except
in well-rehearsed utterances.

Performance below Band 1.

54 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS

Grammatical Resource Lexical Resource Discourse Management Pronunciation Interactive Communication Overall Speaking scales

• Maintains control • Uses a wide range of • Produces extended stretches of language • Is intelligible. • Interacts with ease by skilfully
of a wide range of appropriate vocabulary with flexibility and ease and very little interweaving his/her contributions into
grammatical forms with flexibility to give hesitation. • Phonological features are used effectively the conversation.
and uses them with and exchange views on to convey and enhance meaning.
flexibility. unfamiliar and abstract • Contributions are relevant, coherent, • Widens the scope of the interaction and
topics. varied and detailed. develops it fully and effectively towards a
negotiated outcome.
• Makes full and effective use of a wide
range of cohesive devices and discourse
markers.

C2 • Maintains control • Uses a wide range of • Produces extended stretches of language • Is intelligible. • Interacts with ease, linking contributions
of a wide range of appropriate vocabulary with ease and with very little hesitation. • Intonation is appropriate. to those of other speakers.
grammatical forms. to give and exchange • Sentence and word stress is accurately
views on unfamiliar and • Contributions are relevant, coherent and • Widens the scope of the interaction and
abstract topics. varied. placed. negotiates towards an outcome.
• Individual sounds are articulated clearly.
• Uses a wide range of cohesive devices
and discourse markers.

C1 • Shows a good degree • Uses a range of • Produces extended stretches of language • Is intelligible. • Initiates and responds appropriately,
of control of a range appropriate vocabulary with very little hesitation. • Intonation is appropriate. linking contributions to those of other
of simple and some to give and exchange • Sentence and word stress is accurately speakers.
complex grammatical views on familiar and • Contributions are relevant and there is a
forms. unfamiliar topics. clear organisation of ideas. placed. • Maintains and develops the interaction
• Individual sounds are articulated clearly. and negotiates towards an outcome.
• Uses a range of cohesive devices and
discourse markers.

Grammar and Vocabulary

B2 • Shows a good degree of control of simple grammatical • Produces extended stretches of language • Is intelligible. • Initiates and responds appropriately.
• Intonation is generally appropriate. • Maintains and develops the interaction
CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS forms, and attempts some complex grammatical despite some hesitation. • Sentence and word stress is generally
and negotiates towards an outcome with
forms. • Contributions are relevant and there is accurately placed. very little support.
• Individual sounds are generally
• Uses appropriate vocabulary to give and exchange very little repetition. • Initiates and responds appropriately.
articulated clearly. • Keeps the interaction going with very
views, on a range of familiar topics. • Uses a range of cohesive devices. • Is mostly intelligible, and has some
little prompting and support.
B1 • Shows a good degree of control of simple grammatical • Produces responses which are extended control of phonological features at both
utterance and word levels. • Maintains simple exchanges, despite
forms. beyond short phrases, despite hesitation. some difficulty.
• Is mostly intelligible, despite limited
• Uses a range of appropriate vocabulary when talking • Contributions are mostly relevant, but control of phonological features. • Requires prompting and support.
• Has considerable difficulty maintaining
about familiar topics. there may be some repetition. • Has very limited control of phonological
features and is often unintelligible. simple exchanges.
• Uses basic cohesive devices. • Requires additional prompting and PAPER 4: SPEAKING | assessment

A2 • Shows sufficient control of simple grammatical forms. support.

• Uses appropriate vocabulary to talk about everyday
situations.

A1 • Shows only limited control of a few grammatical
forms.

• Uses a vocabulary of isolated words and phrases.

55

PAPER 4: SPEAKING | glossary of terms

Cambridge ESOL 3. DISCOURSE MANAGEMENT
Speaking assessment
Coherence and Coherence and cohesion are difficult to separate in discourse.
cohesion Broadly speaking, coherence refers to a clear and logical stretch of
speech which can be easily followed by a listener. Cohesion refers
Glossary of terms to a stretch of speech which is unified and structurally organised.

1. GENERAL Conveying basic meaning: the ability of candidates to get their Coherence and cohesion can be achieved in a variety of ways,
message across to their listeners, despite possible inaccuracies in including with the use of cohesive devices, related vocabulary,
Conveying basic the structure and/or delivery of the message. grammar and discourse markers.
meaning
Situations and Everyday situations: situations that candidates come across in Cohesive devices: words or phrases which indicate relationships
topics their everyday lives, e.g. having a meal, asking for information, between utterances, e.g. addition (and, in addition, moreover);
shopping, going out with friends or family, travelling to school or consequence (so, therefore, as a result); order of information (first,
Utterance work, taking part in leisure activities. second, next, finally).

Familiar topics: topics about which candidates can be expected to At higher levels, candidates should be able to provide cohesion not
have some knowledge or personal experience. just with basic cohesive devices (e.g. and, but, or, then, finally) but
also with more sophisticated devices (e.g. therefore, moreover, as a
Unfamiliar topics: topics which candidates would not be expected result, in addition, however, on the other hand).
to have much personal experience of.
Related vocabulary: the use of several items from the same lexical
Abstract topics: topics which include ideas rather than concrete set, e.g. train, station, platform, carriage; or study, learn, revise.
situations or events.
Grammatical devices: essentially the use of reference pronouns
Utterance: people generally write in sentences and they speak in (e.g. it, this, one) and articles (e.g. There are two women in the
utterances. An utterance may be as short as a word or phrase, or a picture. The one on the right …).
longer stretch of language.
Discourse markers: words or phrases which are primarily used in
spoken language to add meaning to the interaction, e.g. you know,
you see, actually, basically, I mean, well, anyway, like.

2. GRAMMAR AND VOCABULARY Extent/extended Extent/extended stretches of language: the amount of language
stretches of produced by a candidate which should be appropriate to the task.
Appropriacy of Appropriacy of vocabulary: the use of words and phrases that fit language Long turn tasks require longer stretches of language, whereas tasks
vocabulary the context of the given task. For example, in the utterance I’m very which involve discussion or answering questions could require
sensible to noise, the word sensible is inappropriate as the word shorter and extended responses.
should be sensitive. Another example would be Today’s big snow
makes getting around the city difficult. The phrase getting around Relevance Relevance: a contribution that is related to the task and not about
is well suited to this situation. However, big snow is inappropriate something completely different.
as big and snow are not used together. Heavy snow would be
appropriate. Repetition Repetition: repeating the same idea instead of introducing new
ideas to develop the topic.

Flexibility Flexibility: the ability of candidates to adapt the language they 4. PRONUNCIATION
use in order to give emphasis, to differentiate according to the
context, and to eliminate ambiguity. Examples of this would be Intelligible Intelligible: a contribution which can generally be understood
reformulating and paraphrasing ideas. by a non-EFL/ESOL specialist, even if the speaker has a strong or
unfamiliar accent.
Grammatical Grammatical control: the ability to consistently use grammar
control accurately and appropriately to convey intended meaning. Phonological Phonological features include the pronunciation of individual
features sounds, word and sentence stress and intonation.
Attempts at control: sporadic and inconsistent use of accurate
and appropriate grammatical forms. For example, the inconsistent Individual sounds are:
use of one form in terms of structure or meaning, the production of
one part of a complex form incorrectly or the use of some complex • Pronounced vowels, e.g. the // in cat or the // in bed
forms correctly and some incorrectly.
• Diphthongs, when two vowels are rolled together to produce one
Spoken language often involves false starts, incomplete utterances, sound, e.g. the // in host or the // in hate
ellipsis and reformulation. Where communication is achieved, such
features are not penalised. • Consonants, e.g. the // in cut or the // in fish.
Stress: the emphasis laid on a syllable or word. Words of two or
Grammatical Simple grammatical forms: words, phrases, basic tenses and more syllables have one syllable which stands out from the rest
forms simple clauses. because it is pronounced more loudly and clearly, and is longer
than the others, e.g. imPORtant. Word stress can also distinguish
Complex grammatical forms: longer and more complex between words, e.g. proTEST vs PROtest. In sentences, stress
utterances, e.g. noun clauses, relative and adverb clauses, can be used to indicate important meaning, e.g. WHY is that one
subordination, passive forms, infinitives, verb patterns, modal forms important? versus Why is THAT one important?
and tense contrasts.
Intonation: The way the voice rises and falls, e.g. to convey the
Range Range: the variety of words and grammatical forms a candidate speaker’s mood, to support meaning or to indicate new information.
uses. At higher levels, candidates will make increasing use
of a greater variety of words, fixed phrases, collocations and
grammatical forms.

56 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS

PAPER 4: SPEAKING | GLOSSARY OF TERMS

5. INTERACTIVE COMMUNICATION

Development of Development of the interaction: actively developing the
the interaction conversation, e.g. by saying more than the minimum in response to
the written or visual stimulus, or to something the other candidate/
interlocutor has said, or by proactively involving the other candidate
with a suggestion or question about further developing the topic
(e.g. What about bringing a camera for the holiday? or Why’s that?).

Initiating and Initiating: starting a new turn by introducing a new idea or a new
Responding development of the current topic.

Responding: replying or reacting to what the other candidate or the
interlocutor has said.

Prompting and Prompting: instances when the interlocutor repeats, or uses a
Supporting backup prompt or gesture in order to get the candidate to respond
or make a further contribution.

Supporting: instances when one candidate helps another
candidate, e.g. by providing a word they are looking for during a
discussion activity, or helping them develop an idea.

Turn and Simple Turn: everything a person says before someone else speaks.
exchange
Simple exchange: a brief interaction which typically involves two
turns in the form of an initiation and a response, e.g. question–
answer, suggestion–agreement.

CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS 57

glossary of testing terms

Glossary of testing terms Options the individual words in the set of possible answers for a multiple-
Paraphrase choice item.
Anchor Test a test with known measurement characteristics, which is Phrasal Verb
administered in association with another test. Performance on the Pretesting to give the meaning of something using different words.
Assessor anchor test provides information about the other test and about the
Base Word candidates who have taken both of them. Productive Task a verb which takes on a new meaning when followed by a certain
preposition or adverb (e.g. ‘get away’, ‘take up’).
Closure the Test of Speaking examiner who assigns a score to a candidate’s Register
Techniques performance, using subjective judgement to do so. a stage in the development of test materials at which items are tried
Cloze Test Rubrics out with representative samples from the target population in order
the word at the end of each line in the Cambridge English: Legal Target Reader to determine their difficulty.
Coherence Test of Reading Part 3, which is the basis for the word that has to Task Fulfilment
Collaborative be formed. Transactional a task which provides candidates with a stimulus to which the
Task Letter response is a piece of written or spoken language. As well as the
Content Points techniques used to draw a conversation to a close, e.g. ‘That’s all’. Writing and Speaking tasks, the productive tasks are found in the
Trialling Cambridge English: Legal Test of Reading, Part 2 and Part 3, and Test
Conversational a type of gap-filling task in which whole words have been removed of Listening, Part 3.
Fillers from a text and which candidates must replace. In an ‘open cloze’
Disclosure candidates supply the missing words. In a ‘multiple-choice cloze’ the tone of a piece of writing. The register should be appropriate for
Distractor candidates choose the missing word from a set of options. the task and target reader, e.g. a letter of application is written in
Gap-Filling Item formal register.
language which is coherent is well planned and clear, and all the
Gist parts or ideas fit well so that they form a united whole. the instructions to an examination question which tell the candidate
Impeding Error what to do when answering the question.
Input Material the opportunity in Part 3 of the Test of Speaking for the candidates
Interlocutor to engage in a discussion and work together towards a negotiated the intended recipient of a piece of writing. It is important to ensure
Key outcome of the task set. that the effect of a written task on a target reader is a positive one.
Long Turn
the points contained in the notes on the text in the Cambridge completing all elements of a Cambridge English: Legal Test of
Lozenge English: Legal Test of Writing Part 1 compulsory question, which Writing task using a range of appropriate and accurate language.
Multiple Choice must be included in the candidate’s letter.
Multiple- a letter written in response to a request for action or to initiate
Matching Task a word or sound filling a pause in an utterance or conversation, e.g. action, i.e. the letter will trigger some outcome or result, usually
Neutral Style ‘er’, ‘you know’. in the form of further communication. A letter of complaint is
Objective Test transactional, a letter giving advice is not.
Opening written or spoken communication.
and Closing a stage in the development of test materials at which tasks for
Formulae each incorrect option in a multiple-choice item. the Speaking papers are tried out with representative samples of
students to determine their suitability as test materials and whether
any type of item which requires the candidate to insert some they work as expected.
written material – letters, numbers, single words, phrases,
sentences or paragraphs – into spaces in the text. The response may Acronyms
be supplied by the candidate or selected from a set of options.
ALTE The Association of Language Testers in Europe.
the central theme or meaning of the text. CEFR Common European Framework of Reference.
EFL English as a Foreign Language.
an error which prevents the reader or listener from understanding ESOL English for Speakers of Other Languages.
the word or phrase. UCLES University of Cambridge Local Examinations Syndicate.

the text and notes which candidates have to base their answers on
in the Cambridge English: Legal Test of Writing Part 1 question.

the Test of Speaking examiner who conducts the test and makes a
global assessment of each candidate’s performance.

the correct answer to an item.

the opportunity in Part 2 of the Test of Speaking for a candidate to
talk uninterrupted for a period of time, enabling them to produce an
extended piece of discourse.

the space on the mark sheet which candidates must fill in to
indicate their answer to a multiple-choice question.

a task where candidates are given a set of several possible answers
of which only one is correct.

a task in which a number of questions or sentence completion
items, generally based on a reading text, are set. The responses are
provided in the form of a bank of words or phrases.

a writing style with no specific features of formality or informality.

a test which can be scored by applying a mark scheme, without the
need to bring expert opinion or subjective judgement to the task.

the expressions, either formal or informal, that are usually used to
open and close letters, e.g. ‘Dear Maria … With best wishes from …’,
or ‘Dear Mr Dakari … Yours sincerely …’.

58 CAMBRIDGE ENGLISH: LEGAL HANDBOOK FOR TEACHERS

*4615490489* Cambridge English: Legal, also known as International Legal Cambridge English Legal
English Certificate (ILEC), is at Levels B2 – C1 of the Common Handbook for Teachers
European Framework of Reference for Languages (CEFR)
published by the Council of Europe.

Cambridge English: Legal has been accredited by Ofqual,
the statutory regulatory authority for external qualifications
in England, and its counterparts in Wales and Northern Ireland;
for more information, see www.ofqual.gov.uk

University of Cambridge © UCLES 2013 | CE/1038/3Y01
ESOL Examinations
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