Paper Reference(s)

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London Tests of English
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Certificate of Attainment
Oral Examination

Oral Tests Level 3

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This publication may be reproduced only in accordance with Edexcel Limited copyright policy. 2005 Edexcel Limited.
 INSTRUCTIONS FOR EXAMINERS AND ASSESSORS

London Tests of English Level 3 - Upper Intermediate

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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 six criteria.

All marks must be entered in the Oral Test Marksheets and OPTEMS.

Candidates must be examined in pairs.

Timing per pair of candidates: 12-15 minutes

If there is only one candidate please use all the allowed time.
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If there are three candidates allow 18 minutes for the Examination.

The interview has three phases.

Phase1 Introduction: 3-4 minutes

Phase 2 Scenario: 5-6 minutes

Phase 3 Development: 5-6 minutes

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Please note:
Ensure that you record the sample of oral examinations that you have been instructed to record.
Candidates must be tested on all phases of the examination.
Candidates must be assessed on all six 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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 LEVEL 3 - Upper Intermediate Communication (B2)

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1 mark reasonable evidence of positive achievement in a restricted range, bearing in mind time constraints.
2-5 marks reasonable evidence of positive achievement in a wider range, bearing in mind time constraints.
Marks GRAMMAR Marks VOCABULARY Marks PRONUNCIATION
1
demonstrates adequate 1
conveys intended message 1
errors in pronunciation and
control of grammar, tenses without continually searching intonation are not serious
and sentence formation at for words barriers to comprehension
elementary level
2-5 according to
identifies and corrects own 2-5 according to
has a good command of 2-5 according to
listeners rarely need to ask for
number of points mistakes in grammar, tenses number of points vocabulary with some number of points repetition
and sentence structure at awareness of formal and
pronounces all common words
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intermediate level informal register clearly

uses more complex sentence
applies word formation rules to
demonstrates sense of rhythm
formation words with regular and through appropriate use of

demonstrates appropriate, irregular patterns to make word and sentence stress and
accurate and varied use of a effective use of vocabulary the neutral vowel
range of tenses (e.g. noun to verb)
uses appropriate intonation

uses a variety of language
gets round gaps in vocabulary patterns for questions,

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structures which show
recognition and use of basic
features of informal and
formal register
Marks FLUENCY
1
speaks avoiding constant
hesitation and pauses for
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rewording
2-5 according to
keeps going successfully in
number of points conversations and discussions number of points

volunteers and sustains
extended contributions

uses cohesive devices to
organise and sequence ideas

speaks with ease and fluency
on familiar topics and
situations and topics of
personal interest
without causing problems for
the listener

uses collocations and multi-
word verbs regularly
Marks INTERACTION
1
makes some limited but
relevant contributions to
conversation and discussion
2-5 according to
actively involved in
conversation and discussion number of points
and contributes developed
and qualified points

uses stock phrases where
necessary to gain time while
thinking what to say

asks follow-up questions to
check for understanding or to
resolve ambiguous points

keeps discussion going by
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intervening and inviting others
to contribute
statements and to convey
attitude
Marks OVERALL
1
willing to try to take part in the
interaction
2-5 according to
understood the requirements
of most of the tasks

made a reasonable attempt to
complete each part of the test

there was a successful
outcome to each part of the
test

gave an excellent impression
for a speaker at this level

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 London Tests of English Oral Examination
Level 3: Cities and Urban Life

Phase One: Introduction 3-4 minutes

The main purpose of this phase is to set the candidates at their ease so that they may go on to do

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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? Tell me what you know about x, y.
Could you tell me something about x, y?
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1.2 Get the candidates to talk to you and each other about any ONE or TWO of the following:

 Family and friends and other relationships.

 Place of study or place of work.
 Home town or country.
 Hobbies, sports and other leisure activities.
 Entertainment and other places of interest.
 Youth attitude: fashion and peer pressure.
 Books, magazines and newspapers.
 The Arts.
 Topical issues.
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e.g. Please ask y about places he/she likes visiting here or abroad. What about you?
What is your taste in music?
Tell me about a place of historic interest in your town.
Tell me what young people of your age do at weekends/read/wear.
Find out from each other what you do in your leisure time.
Discuss which are the best parts of your town/city to live in and why.

Allow any interesting conversation to develop within the time limit.

USE OPEN QUESTIONS in all parts of the test.

e.g. "Tell me about", "Could you tell me more about", "Explain what you mean
by", "Could you give me some examples/more details".

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Phase Two: The Theme/Scenario 5-6 minutes

Tell the candidates that the theme of the oral test is based around Cities and Urban Life.

2.1 Choose a picture card and show it to the candidates (1 of 4 picture cards). Get the candidates to

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talk about it. Use the questions below to get the candidates started but also extend the
conversation when appropriate with open questions and opinion related questions.

Please refer to pages 9-15 for pictures for your reference. Hand out picture cards to
candidates.

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e.g. Describe what is happening in this picture.
How long do you think the people have been there?
What might happen if this situation continues?
How do you think the people who are cycling/sitting in the traffic might feel at the end of the
day/week?
If you lived in this city, how would you travel to work?
What can be done about these traffic problems?

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Have you ever been stuck in a traffic jam? Tell us about it.
Would you consider living in a city like this? Why/why not?
What other problems do you think this city could have?
What would you say to a friend who was thinking of moving to a city like this?
What similarities and differences are there between these two pictures?

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Level 3 - Phase 2.1 - Picture 1
e.g. Describe what is happening in this picture.
How often do you think these people come here?
What might happen in this situation (point to people haggling)?
How do you think they (will) feel at the end of the day/week?
If you lived in this city, how would you shop?
What kind of problems could this market have? What can be done about them?
What other problems do you think this city could have?

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Have you ever been in this kind of market? Tell us about it.
If you thought something was too expensive, what would you say to the seller?
Would you consider living in a city like this? Why/why not?
What similarities and differences are there between these two pictures?

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Level 3 - Phase 2.1 - Picture 2
e.g. Describe what is happening in this picture.
What part of the city is this? Why do you say that?
What are the advantages and disadvantages of living in this area?
What kind of people live in this area, do you think?
Imagine you are this young couple. What do you think their life is like?
If you lived in this part of town, how might you travel to work?
How does this area compare to where you live?

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Would you consider living somewhere like this? Why/why not?
What problems do you think this part of the city could have?
What similarities and differences are there between these two pictures?

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Level 3 - Phase 2.1 - Picture 3
e.g. Describe what is happening in this picture.
What part of the city is this? Why do you say that?
What might happen next?
What kind of life do you think this person/these people lead?
If you lived in this city, what precautions would you take?
What can/should be done about crime in the city?
What other problems do you think this city could have?

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Have you ever had anything stolen? Tell us about it.
Would you consider living in a city like this? Why/why not?
What similarities and differences are there between these two pictures?

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Level 3 - Phase 2.1 - Picture 4
2.2 Hold an extended conversation with the candidates. Use the prompts below to get the candidates
started but also extend the conversation when appropriate with open or opinion related questions
and open or opinion related statements.

e.g. Imagine you are advisers to the mayor of a big town or city. Decide together what your main
problems are and how to tackle them.

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What benefits are there to a town that has an airport? Is there a negative side to it?

How important is it for cities to have parks and green areas? What is the situation in your
town/city/a city that you know compared with 50 years ago?

Where do you think more crime is committed - in cities or in the country?

Discuss together how you would design a brand new city.

Describe and discuss the good and bad points of any large city you have visited.

Encourage candidates to ask each other for clarification and/or reasons.

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Phase Three: Development 5-6 minutes

3.1 We are now going to move on to consider some of the people who live in the city.

Choose a picture card and show it to the candidates (1 of 4 picture cards). Encourage the
candidates to speak about a topic related to the picture or arising from it. Use the prompts below
to get the candidates started but also extend the conversation when appropriate with open or

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opinion related questions and open or opinion related statements.

Please refer to pages 19-25 for pictures for your reference. Hand out picture cards to
candidates.

e.g. (relating to a picture)

Here is a picture of a young person/some young people/some people. How do you feel when
you look at this picture?
Why do you think he/she/they is/are in this situation?
How would you feel, x, if you were in his/her/their position?
Do you agree, y? Why/why not?
What can be done about this problem?
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(relating to another picture)
What do you think of this persons/these peoples behaviour?
What has brought about this kind of behaviour?
Can you imagine yourself behaving like this?/Have you ever behaved like this?
If you saw a friend behaving like this, what would you say/do?
Together Id like you to discuss any situations which made you very angry/upset/frightened.
If you had had more experience, how would you have reacted?
Discuss the attitude of young people in your country to begging/crime in the city/road
rage/litter.

3.2 Hold a discussion with the candidates. Use the prompts below to get the candidates started but
also extend the discussion when appropriate with open or opinion related questions and open or
opinion related statements.
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e.g. Young people do not want to live in the countryside any more but prefer to live in cities. Do
you both agree with this statement? Explain why/why not.

The suburbs of a town are boring. Its always better to live in the centre. Discuss this.

What are the reasons behind migration from the countryside into towns? Is this a good or a
bad thing?

Discuss the effects tourists have on the towns they visit.

What role does the traditional market have in a modern city? Id like you to discuss this.

That is the end of the oral test.

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Level 3 - Phase 3.1 - Picture 1
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Level 3 - Phase 3.1 - Picture 2
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Level 3 - Phase 3.1 - Picture 3
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Level 3 - Phase 3.1 - Picture 4
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