Paper Reference(s)

4065/4152

LTE
London Tests of English
Certificate of Attainment
Oral Examination
Oral Tests Level 5
Session 1 2006
Materials required for examination
Nil

Items included with question papers

Nil

Printers Log. No.

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W850/U4065/57570 4/4
This publication may be reproduced only in accordance with Edexcel Limited copyright policy. 2006 Edexcel Limited.

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INSTRUCTIONS FOR EXAMINERS AND ASSESSORS

London Tests of English Level 5 Proficient (C2)

The Interviewer interviews the candidates.

The Assessor assesses the candidates using the assessment criteria in this booklet.
The Interviewer may contribute to the assessment at the request of the assessor.
Candidates must be assessed on all five criteria.
All marks must be entered in the Oral Test Marksheets.
Candidates must be examined in pairs.
Timing per pair of candidates must be15 minutes.
If there is only one candidate entered for the Oral Examination please use all the allowed time.
If there are three candidates allow 18 to 20 minutes for the Examination.

The interview has three phases.

Phase 1 Introduction: 3 minutes
Phase 2 Theme/Scenario: 6 minutes
Phase 3 Development: 6 minutes

Please note:
Ensure that you record the oral examinations as instructed.
Candidates must be tested on all phases of the examination.
Candidates must be assessed on all five criteria in the assessment criteria grid.
This grid may be removed from the booklet for your reference during the examination.

USE OF PICTURE CARDS:

Please use the enclosed sets of picture cards when examining the candidates.

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Limited understanding/
communication/ task
completion, not always
understood.
Extremely limited
understanding/communic
ation/intelligibility.
No assessment possible.

Excellent understanding
and communication,
keeps listeners
attention.
Good understanding and
communication, easily
understood.
Sufficient understanding
of speakers and tasks to
be able to communicate
and complete the tasks.

Level 5 themes

Severely limited range and/or

accuracy.
No assessment possible.

No assessment possible.

Insufficient range and/or accuracy.

Range and accuracy of vocabulary

sufficient to carry out the tasks.

Range of vocabulary is good and

mostly accurate.

Excellent range and accurate use of

vocabulary.

Features:

Extensive, flexible, effective

word choice for producing
extended speech / discussion

Ability to express finer shades

of meaning

Vocabulary for discussing a

wide range of issues

Sophisticated ability to
express full range of language
functions

Vocabulary

Largely unsatisfactory
contribution to the interaction
due to insufficient application of
the features listed above.
Totally unsatisfactory contribution
to the interaction for this level.

Good and balanced contribution to

the interaction, including
legitimate pauses.
Satisfactory and balanced
contribution to the interaction,
including legitimate pauses.

Excellent contribution to the

interaction.

Taking responsibility for

the direction of the
interaction

Features:

Initiating and responding

relevantly and
confidently

Questioning/ defending
ideas, opinions,
arguments, attitudes in
non-threatening way

Sustaining interaction in
a variety of ways

Features:
Communicates

Information

ideas

opinions

arguments

attitudes
in a sufficiently
- organized
- clear
manner to be
understood.

Interaction

Effective communication

Appropriate
grammatical choices to
express finer shades of
meaning

No assessment possible.

Severely limited range; very

inaccurate use of grammar.

Grammatical range and/or

accuracy inadequate.

Range and accuracy of grammar

sufficient to carry out the tasks.

Good range of grammar; mostly

accurate.

Excellent range and accurate

use of grammar.

Displays use of ALL

features of English
grammar

Features:

Grammar

Marks awarded should take account of THE LINGUISTIC REQUIREMENTS OF LEVEL FIVE:

LEVEL FIVE

Use of
pronunciation /
intonation to
convey attitudes

Lack of clarity in
pronunciation causes
considerable strain on the
listener.
Pronunciation features so
flawed that only stretches
of language intelligible.
No assessment possible.

Pronunciation generally
good; minor lapses do not
impede communication.
Pronunciation sufficiently
clear, requiring only
occasional need for
repetition.

Excellent pronunciation,
causing no strain on the
listener.

Features:

Individual sounds

Use of word /
sentence stress

Use of intonation
features

Natural flow: not

too fast / slow

Pronunciation

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When you record an interview on cassette at the beginning

of the interview, please state clearly:
Centre number
Level being examined
Name and examiner number of the Assessor
Name and examiner number of the Interviewer
Full names and numbers of the candidates

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London Tests of English Oral Examination

Level 5
Phase One: Introduction 3 minutes
The main purpose of this phase is to set the candidates at their ease so that they may go on to do
themselves justice and perform to the best of their ability in the remainder of the test.
(Note: The letters x and y are used to denote the candidates)
1.1 Ask the candidates to introduce themselves or if they know each other to introduce each other.
e.g. Tell me about/Introduce yourself.
Do you know x, y? Please tell me what you know about x, y.
Could you tell me something about x, y?
1.2 Get the candidates to talk to you and each other about any ONE or TWO of the following:

studies or work
future plans or hopes
local, national, global, social issues
the media and the arts
the changing world
studying or working abroad

e.g. To what extent has technology changed the way we view leisure?
What action would you take if you felt you were being discriminated against on the basis of
your sex, race or age?
How do you feel about the fact that many of the worlds languages may become obsolete in the
near future?
How important do you think the mass media are in this country in shaping public opinion? Can
you give some examples to illustrate your views on this?
To what extent has the influence of the media increased or decreased in recent years?
Allow any interesting conversation to develop within the time limit.

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Phase Two: The theme/scenario (6 minutes)

Please refer to pages 1115 for pictures for your reference.
2.1 Choose a picture card and hand it to the candidates (ONE of 3 picture cards). Get the candidates
to talk about it. Use some of the questions below to get the candidates started but also extend the
conversation when appropriate. Ask open questions and opinion related questions. Elicit detailed
and reasoned responses. Involve both candidates in each discussion.
e.g. What does this image suggest to you?
What environmental issues does it raise?
Are there any disadvantages to this method of producing energy?
Do you think nature and industry can live in harmony?
Discuss together the importance of alternative energy sources in your country.
Do you feel this picture symbolizes progress? Why (not)?
Do you think its a choice between pollution and jobs?
What do you think local people feel about living near this scene?
Consider together the role of the government in regulating industry.
Should progress be discussed in purely economic terms? Discuss together.

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2.2 Hold an extended conversation with the candidates. Use some of the prompts below to get the
candidates started but also extend the conversation when appropriate. Ask open or opinion related
questions and make open or opinion related statements. Elicit detailed and reasoned responses.
Involve both candidates in each discussion.
e.g. What should the government be doing to conserve our energy resources?
What do you predict will happen when we run out of oil?
In what ways does our energy consumption differ from when our grandparents were young?
Is consuming ever increasing amounts of energy an indication of progress? Discuss together.
Discuss together what source of energy you feel has most changed our lives.
How could you influence your friends and family to reduce their energy consumption?
Discuss together.
Encourage candidates to ask each other for clarification and/or reasons.
Turn to page 17 for Phase Three

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Level 5A Phase 2.1 Picture 1

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Level 5A Phase 2.1 Picture 2

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Level 5A Phase 2.1 Picture 3

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Phase Three: Development (6 minutes)

Please refer to pages 1923 for pictures to show the candidates.
3.1 Choose a picture card and hand it to the candidates (ONE of 3 picture cards). Encourage the
candidates to speak about a topic related to the picture or arising from it. Use some of the prompts
below to get the candidates started but also extend the discussion when appropriate. Ask open or
opinion related questions and make open or opinion related statements. Involve both candidates
in each discussion.
e.g. What aspects of modern life does this picture illustrate?
How could the energy use shown be reduced? Discuss together.
If the average person carried out an energy audit on their way of life, what would they find?
How can parents influence their children to become greener adults?
We could not cope if our modern way of life was curtailed by restrictions on energy consumption.
Discuss together.
3.2 Have the candidates hold an extended discussion. Chose one or two of the prompts below to
get the candidates started but also extend the discussion further when appropriate. Ask open or
opinion related questions and make open or opinion related statements. Elicit detailed and reasoned
responses. Both candidates must participate in the discussion of each proposition chosen.
e.g. Proposition:
More and more wind farms will be needed if we are serious about reducing carbon dioxide
emissions.
x.

To what extent would you agree with this?

Could you give a little more detail there?
How would you respond to that argument?
Are you persuaded by that?
Can you support that with any hard evidence?
What exactly do you mean by that?

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y.

How would you sum up xs opinion on this subject?

Would that be a fair reflection of your views?
What conclusions do you both come to?

e.g. Proposition:
It is too late for us to influence climate change.
y.

To what extent would you agree with this?

Could you give a little more detail there?
How would you respond to that argument?
Are you persuaded by that?
Can you support that with any hard evidence?
What exactly do you mean by that?

x.

How would you sum up ys opinion on this subject?

Would that be a fair reflection of your views?
What conclusions do you both come to?

e.g. Proposition:
Environmental leadership adds value to a companys bottom line and reputation.
x or y

To what extent would you agree with this?

Could you give a little more detail there?
How would you respond to that argument?
Are you persuaded by that?
Can you support that with any hard evidence?
What exactly do you mean by that?

y or x

How would you sum up x/ys opinion on this subject?

Would that be a fair reflection of your views?
What conclusions do you both come to?
That is the end of the oral test.

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Level 5A Phase 3.1 Picture 1

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Level 5A Phase 3.1 Picture 2

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Level 5A Phase 3.1 Picture 3

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