Level_5_session_1_2006_Oral_N24909

Paper Reference(s)

4065/4152LTELondon Tests of EnglishCertificate of AttainmentOral ExaminationOral Tests Level 5Session 1 2006

Materials required for examination Items included with question papersNil Nil

Turn overPrinter’s Log. No.

N24909A

This publication may be reproduced only in accordance with Edexcel Limited copyright policy. ©2006 Edexcel Limited.

W850/U4065/57570 4/4

*N24909A*

N24909A 2

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.

N24909A 3 Turn over

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N24909A 5 Turn over

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 world’s 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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N24909A 9 Turn over

Phase Two: The theme/scenario (6 minutes)

Please refer to pages 11–15 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 it’s 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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Phase Three: Development (6 minutes)

Please refer to pages 19–23 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 x’s 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?






x. How would you sum up y’s opinion on this subject?



e.g. Proposition:

Environmental leadership adds value to a company’s bottom line and reputation.

x or y To what extent would you agree with this?






y or x How would you sum up x/y’s opinion on this subject?



That is the end of the oral test.



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