Cambridge English: Advanced Speaking

2

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Cambridge English: Advanced Speaking An overview

The Speaking test - overview Number of parts: 4 Timing: 15 minutes Format • two (or three) candidates • two examiners Part 1 General conversation Part 2 Speaking about a set of three pictures Part 3 Two-way conversation between candidates Part 4 Discussion on related topics

The Speaking test - overview Number of parts: 4 Timing: 15 minutes Format • two (or three) candidates • two examiners Part 1 General conversation Part 2 Speaking about a set of three pictures Part 3 Two-way conversation between candidates Part 4 Discussion on related topics

Which part? A. I’d like you to compare two of the pictures and say why the people

might be in these situations. (Part 1/2/3/4)

B. Talk to each other about what positive and negative aspects of life in the 21st century these pictures show. (Part 1/2/3/4)

C. How long have you been studying English? (Part 1/2/3/4)

D. Some people say that we have lost a sense of what is really important in our lives. Do you agree? (Part 1/2/3/4)

Which part? check your answers: You may hear the examiner say this in the following parts: Part 1 C. How long have you been studying English? Part 2 A. I’d like you to compare two of the pictures and say why the people might be in these situations. Part 3 B. Talk to each other about what positive and negative

aspects of life in the 21st century these pictures show Part 4 D. Some people say that we have lost a sense of what is

really important in our lives. Do you agree?

Testing focus Part Testing focus

Part 1 ability to use general and social interactional English

Part 2 ability to produce an extended piece of spoken discourse

Part 3 ability to engage in a discussion and work towards a

Part 4 ability to engage in a discussion based on topics from Part 3

The speaking criteria Grammatical Resource can use a range of both simple and

complex forms with control.

Lexical Resource can use a range of appropriate vocabulary to discuss familiar and unfamiliar topics.

Discourse Management can organise ideas and link utterances without hesitation.

Pronunciation can speak clearly and highlight key words (sentence stress) and to show feelings (intonation).

Interactive Communication

can take an active part in the conversation, responding appropriately and developing the discussion.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E. Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics.

2. Is aware of the need to stress key words, which helps him to convey meaning effectively.

3. Answers the questions well and widens the scope of the discussion. 4. Uses a wide range of discourse markers and can talk with very little

hesitation. 5. Has good control of a wide range of grammatical structures.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E. Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics. B. Lexical resource

2. Is aware of the need to stress key words, which helps him to convey meaning effectively.

3. Answers the questions well and widens the scope of the discussion. 4. Uses a wide range of discourse markers and can talk with very little

hesitation. 5. Has good control of a wide range of grammatical structures.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E .Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics. B. Lexical resource

2. Is aware of the need to stress key words, which helps him to convey meaning effectively. D. Pronunciation

3. Answers the questions well and widens the scope of the discussion. 4. Uses a wide range of discourse markers and can talk with very little

hesitation. 5. Has good control of a wide range of grammatical structures.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E. Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics. B. Lexical resource

2. Is aware of the need to stress key words, which helps him to convey meaning effectively. D. Pronunciation

3. Answers the questions well and widens the scope of the discussion. E. Interactive Communication

4. Uses a wide range of discourse markers and can talk with very little hesitation.

5. Has good control of a wide range of grammatical structures.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E. Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics. B. Lexical resource

2. Is aware of the need to stress key words, which helps him to convey meaning effectively. D. Pronunciation

3. Answers the questions well and widens the scope of the discussion. E. Interactive Communication

4. Uses a wide range of discourse markers and can talk with very little hesitation. C. Discourse Management

5. Has good control of a wide range of grammatical structures.

Which criterion? Which criterion does each comment refer to? A. Grammatical Resource B. Lexical Resource C. Discourse Management D. Pronunciation E. Interactive Communication

1. Uses a number of collocations and phrases appropriately when speaking about familiar and unfamiliar topics. B. Lexical resource

2. Is aware of the need to stress key words, which helps him to convey meaning effectively. D. Pronunciation

3. Answers the questions well and widens the scope of the discussion. E. Interactive Communication

4. Uses a wide range of discourse markers and can talk with very little hesitation. C. Discourse Management

5. Has good control of a wide range of grammatical structures. A. Grammatical Resource

Which criterion? Check your answers 1. Uses a number of collocations and phrases appropriately when

speaking about familiar and unfamiliar topics. Lexical Resource 2. Is aware of the need to stress key words, which helps him to convey

meaning effectively. Pronunciation 3. Answers the questions well and widens the scope of the discussion.

Interactive Communication 4. Uses a wide range of discourse markers and can talk with very little

hesitation. Discourse Management 5. Has good control of a wide range of grammatical structures.

Grammatical Resource

Discourse markers Can you think of any discourse markers candidates at C1 level might use when they want to: add a point ……………………………………………….......

make a contrast ………………………………………………

giving an example ……………………………………………

refer back to something ……………………………….…….

Possible Discourse markers Function / purpose Phrase

Adding a point One other thing / Another point I’d like to make is

Making a contrast However, on the other hand

Giving an example such as/take … for example

Referring back to something As I mentioned earlier

Part 3 What positive and negative aspects of life in the 21st century do these pictures show? Which two pictures should be used to advertise the exhibition?

Stefan and Meritxell - strengths Grammatical Resource

Lexical Resource

Discourse Management

Pronunciation

Interactive Communication

Stefan and Meritxell - strengths Grammatical Resource Stefan shows the ability to use

structures with control. e.g. ‘I ‘We are responsible for the damage to the environment’.

Lexical Resource Meritxell uses some appropriate lexis, e.g. ‘creating a lot of rubbish’.

Discourse Management Stefan some effective discourse markers, e.g. ‘on the other hand’

Pronunciation Stefan uses sentence stress well, e.g. ‘people who work in the shops ..’

Interactive Communication Meritxell takes the lead in the discussion and produces extended stretches of language.

Applying the criteria – check your answers

1. Stefan uses some effective discourse markers, e.g. ‘on the other hand’.

2. Meritxell uses some appropriate lexis, e.g. ‘creating a lot of rubbish’.

3. Stefan uses sentence stress well, e.g. ‘people who work in the shops.’

4. Meritxell takes the lead in the discussion and produces extended stretches of language.

5. Stefan shows the ability to use structures with control, e.g. ‘We are responsible for the damage to the environment’.

6. Overall, Stefan is the stronger candidate.

Strengths • Discourse Management is a strength for Stefan

Stefan uses some effective discourse markers, e.g. ‘on the other hand’.

• Lexical Range is a strength for Meritxell

2. Meritxell uses some appropriate lexis, e.g. ‘creating a lot of rubbish’.

• Pronunciation is a strength for Stefan

3. Stefan uses sentence stress well, e.g. ‘people who work in the shops.’

• Interactive Communication is a strength for Meritxell

4. Meritxell takes the lead in the discussion and produces extended stretches of language.

• Grammatical Resource is a strength for Stefan

5. Stefan shows the ability to use structures with control, e.g. ‘We are responsible for the damage to the environment’.

• The global achievement mark will be higher for Stefan

6. Overall, Stefan is the stronger candidate.

Your students Which of the areas do your students have most problems with?

Preparing your students

Teacher Support website

Sample test videos

Cambridge English:

Advanced Handbook

for Teachers

Cambridge English Teacher

Online Speaking Practice

Teacher Support website

Free resources

Handbooks and sample papers

Online speaking practice

Using the Assessment Scales

More classroom ideas Here are some classroom ideas. Which part of the Speaking test would they help learners prepare for? 1. Ask students to give a 1-minute presentation on a topic of their choice to get

them used to speaking on their own.

2. Give your students a variety of functional language, e.g. ways of interrupting politely or asking for an opinion and get them to practise using them in a group discussion.

3. Get your students to role play social occasions where they meet new people, e.g. at a party.

4. Train your students to react immediately to a question, or give themselves time by saying things like, ‘That’s an interesting question…’

Classroom ideas - key 1. Ask students to give a 1-minute presentation on a topic of their choice to get

used to speaking on their own. Part 2

2. Give your students a variety of functional language, e.g. ways of interrupting politely or asking for an opinion and get them to practise using them in a group discussion. Part 3

3. Get your students to role play social occasions where they meet new people, e.g. parties. Part 1

4. Train your students to react immediately to a question, or give themselves time by saying things like, ‘That’s an interesting question…’ Part 4

Possible Part 4 questions

What positive and negative aspects of life in the 21st century do these pictures show? Which two pictures should be used to advertise the exhibition?

Part 4 questions 1. What is one of the most exciting things about living in the 21st

century?

2. Do you think that we rely too much on technology nowadays? Why?

3. Some people say that we have lost a sense of what is really important in life. What’s your opinion?

4. If you could live in a different period of history, which would you

choose?

Practising for Part 4 Students: 1. Look at some typical Part 4 questions and match with

topics. 2. Write questions in groups of three. 3. Pass them to another group of three. 4. Take it turns to practise for Part 4 using the questions.

Useful language Helping your students with Part 4: • Topic-related lexis • Discourse markers • Functional Language • Fillers

Fillers Can you think of any words or phrases we can use to give ourselves time to think?

Possible fillers • Well... • You know... • You see... • Let me see... • Let me think... • That’s a good question... • I haven’t thought about that before…

Which tips would you give your students?

• In Part 1, one word answers are enough. Yes/No

• In Part 2, you just need to describe what you see in the pictures. Yes/No

• In Part 3, it is important to ask your partner for their opinion and listen to what they say. Yes/No

• In Part 4, candidates are assessed on their language but not their ideas. Yes/No

Which tips would you give your students?

• In Part 1, one word answers are enough. No

• In Part 2, you just need to describe what you see in the pictures. Yes/No

• In Part 3, it is important to ask your partner for their opinion and listen to what they say. Yes/No

• In Part 4, candidates are assessed on their language but not their ideas. Yes/No

Which tips would you give your students?

• In Part 1, one word answers are enough. No

• In Part 2, you just need to describe what you see in the pictures. No

• In Part 3, it is important to ask your partner for their opinion and listen to what they say. Yes/No

• In Part 4, candidates are assessed on their language but not their ideas. Yes/No

Which tips would you give your students?

• In Part 1, one word answers are enough. No

• In Part 2, you just need to describe what you see in the pictures. No

• In Part 3, it is important to ask your partner for their opinion and listen to what they say. Yes

• In Part 4, candidates are assessed on their language but not their ideas. Yes/No

Which tips would you give your students?

• In Part 1, one word answers are enough. No

• In Part 2, you just need to describe what you see in the pictures. No

• In Part 3, it is important to ask your partner for their opinion and listen to what they say. Yes

• In Part 4, candidates are assessed on their language but not their ideas. Yes

Summary of session In this seminar we have looked at: • an overview of the Speaking test • applying the assessment criteria • how to help students.

Thank you for attending http://caespeaking.cambridgeesol.org/ /

Useful websites • Find handbooks, sample papers and more on the teacher

support website. https://www.teachers.cambridgeesol.org/ts/ • Online Speaking practice http://caespeaking.cambridgeesol.org/ • Find more information on how to make the most of your

Online Speaking Practice. http://caespeaking.cambridgeesol.org/esol/aboutthetest.cfm • Find all support materials for Cambridge English: Advanced. https://www.teachers.cambridgeesol.org/ts/exams/academicandprofessional/cae

Further information

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Writing Assessment September 2012