Introduction

This Speaking TestPreparation Pack for CAEhas been specially created to help you prepare your students for the Speaking test of the Certificate in Advanced English (CAE)from Cambridge ESOL. Written by experiencedSpeakingtest examiners,it consistsof: . a book containing comprehensiveTeacher'sNotes and a set of six Student\Morksheets which provide detailed practice for all parts of the CAESpeakingtest . one set of candidate visuals in colour to allow you and your students to practise with realistic visual stimulus . a DVD showing real students taking a Speakingtest to give your students a clear idea of what to expect on the day. The Student Worksheetscan be photocopied to use in class,or printed from the files on the DVD if you prefer. Worksheets 1-4 cover the four parts of the Speaking test in detail and contain a variety of exercisesand discussiontasks using the video on the DVD.The Introductory Worksheet is designedto give students an overview of the whole Speakingtest and the Supplementary\Morksheet covershow the Speakingtest is assessed. The Teacher'sNotes for each worksheet explain in detail how to conduct each activity and provide answersto and commentary on the various exercises. There are also 'TeachingTips'for each of the four main worksheets,giving you extra ideas for use in class,and 'Helpful Hints for Students' with useful advice for you to pass on. The DVD contains video of one complete CAESpeakingtest for you to use with the worksheets and electronic versions of the StudentWorksheetsand candidate visuals. We hope you enjoy using the Speaking TestPreparation Pack for CAEand wish your students every successwhen they take the test. CambridgeESOL

SPEAKTNG TEST PREPARAT|ON PACKFOR CAE

UNIVERSITY o/ CAMBRIDGE ESOL Examinations

test CAE Speaking

Notes Teacher's

INTRODUCTORY WORKSHEET

Aims of the DVD and worksheets

o a a

a a

to raise students' awarenessof the format of the CAESpeakingtest to focus students' attention on techniques that will improve their performance to provide opportunities for students to practise the languageused in the different parts of the test to update teacherson the current test format for the CAESpeakingtest to provide activities and teaching tips for teachersto use with examination classes.

Please note: The DVD and worksheets are not intended as a forum for discussinggrades.Although in certain questions we are asking students to look at the candidates'performance,it is with a view to improving the students' own performance and not for them to gradethe candidateson the DVD. The CAESpeakingtest on the DVD has been produced for teaching purposesonly and is not a live exam. There are, therefore, no grades available.

r How to use the DVD and worksheets

The Student Worksheetsare at the back of this book in the section beginning on page 23.The tasks in the worksheets are to be used at your discretion to createmaximum benefit for your students.The guidelinesbelow are suggestionsonly. You can use the worksheets to: o introduce the CAESpeakingtest at the beginning of your course . review or revise key points near the exam date . focus on different parts of the test at different times according to your syllabus. Please note: The material is not designedto be used as complete lessonsof any fixed length. Make sure that your students are aware when the answers to the tasks cannot be found on the DVD. Some of your students may find these actities challenging.If necessaryadapt or simplify the tasks and give assistancewhere needed.

Student's Introd uctory Worksheet

r Task one: general information about the GAEspeaking test
Ask the students to fill in the missing information on the worksheet. Tell them they can find some of the information they need on the CandidateSupport site at rnnr.candidates.cambridgeEsol.org/cs/Help_with_exams/General_English/GAE and in the Information booklet which thev can download. for candidates Answers 1. 2. 3. 4. Length: ---15-minutes Normal format: 2-candidates and _2_examiners Number of parts: _4-The Speakingtest is worth _2O-% of the whole CAEexam (all papers).

r Tsk 1\rro:what happens in the CAE Speaking test

Ask the students to complete the table on the worksheet with the correct information from the box below.
a o a

teads a discussion exchanges views andopinions questions asks individual direct

a a a

expresses opinions throughcomparing givespersonal information initiates discussion

Ansruers
Ports
Tining

Whatthe interlocutor Whato candidate does QOeS

questions gives personal information

Possiblerange of language used

3 minutes asks individualdirect

7. Interuiew

General interactional and sociaIlanguage: . givingpersonal information about everyday circumstances o expressing opinions . talkingaboutinterests and experiences

2. lndividual long turn

4 minutes asks each candidate expresses Organising an extended pieceof to talkabout two opinions through discourse: visuals forL minute comparing o comparing
o expressing opinions . speculating 4 minutes askscandidates to tatktogether using visuaIprompts exchanges ideas andopinions, maKes suggestions, agrees, disagrees, and initiates discussion exchangesviews and opinions Sustaining an interaction: . exchanging ideas o invitingand respondingto opinions . agreeing and/ordisagreeing . suggesting . specutating evaluating throughnegotiation, etc. o reaching a decision
a
a

3. Collaborative tosk

4. Discussion on topics related to Part 3

4 minutes leadsa discussion

expressi ng and j usti7in g opinions agreeing and/ordisagreeing

N A c KF o R c A E s p E e r u c r E s r p R E p A R A T t op

r Task Three: about the GAESpeaking test

Ask the students to read the statements and write'Tfue' or'False' next to each one.

Ansuers
1. You can choose to take the test in a pair or a group of three. - FALSE.However, if there is an odd number of candidates at the centre, the last test of the session will be a group of three. 2. The assessorasks you questions during the test. - FALSE. The interlocutor asks the quesons. 3. Only the assessorawards marks. - FALSE. The assessorgives detailed marks on grammar, vocabulary discourse management, pronunciaon and interactive communication but e interlocutor also gives a global mark. 4. You are given your marks at the end of the test. - FALSE.Examiners are not allowed to give any indication of a candidate's performance at the end of the test, and candidates should be discouraged from asking. 5. You might not know your partner. - TRUE.At open and devolved centres candidates may be paired at random. 6. You are not tested on your general knowledge. - TRUE.This is a test of language, not of general knowledge. 7. In Part 1, you ask your partner questions. - FALSE. You are asked direct questions by the interlocutor. 8. In Part 2, if your partner runs out of things to say you can help. - FALSE.Part 2 is e time when candidates can speak alone and uninterrupted. However, the listening candidate is asked a question at the end of their partner's long turn. 9. The questions are written at the top of the page in Parts 2 and 3. - TRUE.The questions are written at the top of the page rrith the visuals in the Candidate Booklet to help candidates remember and focus on the task. 10. You interact with your partner in both Parts 3 and 4. - TRUE.It is important in Part 3 that candidates interact with each other, and in Part 4 the interlocutor may address a queson to both candidates for them to discuss. It is also possible in Part 4 for a candidate to add something to what their partner has said. Tell the students to check their answers with a partner. Then play the DVD and tell them to check if they were right.

UNIVERSITY OfCAMBRIDGE ESOLExaminations

test CAE Speaking

Notes Teacher's

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ri)

This worksheet is based on Part 1 of the CAESpeakingtest.

r Task One
1. Tell the students to read the questions on the worksheet. Suggestthat they work with a partner and ask and answer the questions in turn. . Where are you from? o How long have you been studying English? . What do you enjoy most about learning English? . What are your interests and leisure activities? . what's your happiest memory of school? . If you had an opportunity to learn something new, what would you choose? . Would you consider living abroadpermanentiy? . Are you someonewho likes to plan for the future or do you prefer to let things happen? . What part of the day do you enjoy most? . What do you iike to do at weekends? Answers will depend on the students themselves and what they say. a@l ,G> 2. Play Part 1 on the DVD.Ask the students to discuss how their answers were different from
I MaffeSanClUnlOeS.

I vroro

Answers wilt depend on the students themselves and what they say.Encouragestudents to think about how well they answeredthe questions,and how they feel about the way the candidateson the DVD answeredthe questions.

r Tbsk T\ro
,@l G- Play Part l- on the DVD again.Ask the students to answer the questions on the worksheet.
| I I vrpo

Ansu.ers
Which ones?-The first and last. ('Where 1. How many questions are given to both candidates? are you from?','What do you like to do at weekends?') 2. How does the interiocutor indicate who should answer a question?- She uses their names. 3. which candidate speaksthe most? -They are given an equal number of questions,but Marie extends her answerswell. 4. How does Marie extend her answers?- By giving reasons.She often answersthe question clearly,but then gives the reason with'because' and provides more detail. 5. What does Marie say about sport and leisure?- She comparesher feeling about it now with the past. 6. How could Chloe have improved her answersto the questions about learning and school?She could have given reasonsfor what she wanted to study. 7. Who answersthe last question about weekendsbest, Marie or Chioe?Why? - Chloe gives more detail, and Marie more or less repeatsthe same things. If Marie had added a different comment, it would have given her more opportunity to show the examiners what she can do.

Thsk Three
' sports . leisureinterests . work and study
family travel and holidays entertainment experiences daily life future plans

1,. Tell the students to think of two questions to ask their partner in each of the topic areas.
a a a a a a

2. Tell the students to practise in pairs or small groups, taking turns to ask and answer questions. Encouragethem to extend their answers in an interesting way, and to use a range of grammar and interesting vocabulary. Remind them that this part requires personal answers,and personal information and ideas.

givestudents 1. In class regular opportunities to practise tatking about themselves andwhattheythink different about things. You candothisatthestart orendof a lesson, bygiving students a topic from the news to discuss brieflv. Have a boxof cards withtopics written on them,anddo a quick'warmer' activity regularty at the startof a lesson. Aska student to pickout a topiccard,divide students into smallgroups and givethem to discuss thetopic. Askonestudent in thegroup 5 minutes to monitor thediscussion andlanguage used andsuggest other ways of making suggestions or expressing opinions. (You prsonaI 3. Askstudents to prepare a short statement about theirlives. could usequestions from the CAE Handbook Part1 to hetpthem).Students couldthenexchange statements and ask for teachers questions each other more detailed about them. 4. Encourage students to usea variety of tenses whenever theyhavea discussion in class, andto usea possible. range ofvocabulary wherever Youcoutd askstudents whattheyhave to paraphrase said,and usethe Useof English keywordtransformations to encourage students to express themselves in a variety of ways.

'hello',don'ttatkto the assessor. rt fromsaying Theassessor will just listen to youandtakesno part questions try to answerthe intertocutor's by givingsome extrainformation, clarification or Don'tjust giveone-word answers. Thisdoesnot givea verygoodimpression andyouwantto showthe assessor whatyoucando rightfromthe start! question. Atways listento yourpartner's answers because the intertocutor mayaskyou boththesame lt's a goodideato disagree and havesomething different to sayor to agree andto addto whatyourpartner hassaid. Remember to speak clearly you. andloudly enough sothatbothexaminers canhear yougo ntothe exam Take a deepbreath andrelax before room. This will hetpyouto feelmoreconfident.

qPFAKINC

UNIVERSITYo/ CAMBRIDGE
ESOL Examinations

test CAE Speaking

Notes Teacher's

This worksheet is based on Part 2 of the CAESpeakingtest. Use the candidate visuals provided with this book or, before the lesson print out the Part 2 photographs (preferably in colour) from the DVD and make sure you have enough copies to give one set to each pair of students.

r Task One: focus on Marie

lry-l lffi 1. Playthe beginning of Part 2 on the DVD and stop it after the interlocutor has given Marie her task. Tell the students to listen carefully to the interiocutor's instructions to Marie and write | the missing information in the box on the worksheet.

Answer
lnterlocutor: Marie,it's yourturn first.Hereareyourpictures. Theyshowpeopletnvelting by tnin. I'd likeyou to compare two ofthe pictures and saywhat aspectoftrain travelthey show,and how the peoplemight be feeling.

2 . Ask the students what question they think the interlocutor will ask Chloe after Marie has spoken.Tell them to write it in the box on the worksheet.
5.

Ask the students to work with a partner and take it in turns to do Marie's task.Tell them to discussthe questions on the worksheet. . Did you speak for a minute? . Did you compare two pictures in an organisedway and answer the secondpart of the task? Ask the students to watch Marie doing the task on the DVD but stop the recording after Marie's long turn and Chloe'sresponsequestion.Ask the students to compare their performanceswith Marie's. Ansu.ers . Does Marie answer the task, or just describethe pictures?- Shejust describesthe pictures, and doesn't organiseher answer very well. . How could she have done better? - She should have used the task to focus her answer more. Ask the students if they were right about Chloe'squestion.
lnterlocutor: Chtoe, which picturedo you think best showsthe advantages oftravelling by train?

Thsk l\po: focus on Chloe

1..Play the next part of Part 2 on the DVD.Tell the students to listen carefully to the interlocutor's instructions to Chloe and write the missing information in the box on the worksheet. Stop the DVD after the interlocutor has given Chloe her task. Answer
lnterlocutor: Now,Chloe, hereareyour pictures. Theyshowpeople talkinghce to hce. I'd tikeyou to compare two of the pictures and saywhy thesepeoplemight be talkingto each other and how they might be feeling.

1(,

S P E A K I N GT E S T P R E P A R A T I O N PACKFOR CAE

2. Ask the students what question they think the interlocutor will ask Marie after Chloe has spoken. Tell them to write it in the box on the worksheet. 3. Ask the students to work with a partner and take it in tums to do Chloe's task. Tell them to discuss the questions on the worksheet. . Did you speak for a minute? . Did you compare two pictures in an organised way, and answer the second part of the task? 4. Ask the students to watch Chloe doing the task on the DVD.Ask them to compare their aDW-l periormanceswith hers. rffi r

Ansu;ers
. Does Chloe addressthe task? -Yes. . Does Chloe use a range of structures, particularly tenses?- No - she tends to use the present tenses all the time. Ask the students if they were right about Marie's question.
Interlocutor: Marie,which of these peopledo you think know eachother the best?

r ThskThree
ll 1. Play the whole of Part 2 again, and tell the students to complete the table on the worksheet.
| l-l I vrpE0

l{nswers
Question Whatdoesshe do first? Whatdoesshe do next? Doesshe use a rangeoftenses?

Marie describes thepictures. She

the Shecontinues to describe Dictures. tense. No - it's mostlythe present

Chloe

to ldentifies thepictures shewants them. thencompares talkabout,

Sheaddresses the task.

No,she usesthe present tense. for the task. It is adequate

Doesshe use a rangeof vocabulory?

sheislust Notreally, because andnot describing thepictures thespeculative addressing element ofthetask.
No. Yes- shegivesher opinionand it with reasons. then supports

Doesshe addressthe task? Doesshe give on oppropriate response to her listening candidatequestion?

Yes. Yes- it is a goodlengthand quite well organised.

2. Ask the students to discuss the question on the worksheet. . Who gives a better performance in this task, Marie or Chloe.Why? Answer the task. Marie just Chloe,becauseshe is more organisedin her answer,and addresses describes the pictures and doesn't address the task. However, neither of them really demonstrates a good range of structures.

r Useful phrases
Below are some useful phrases which may be helpful for students when comparing the photos, but students should take care not to overuse them.
Bothofthese... Neitherofthese... Oneof these. . ., whilethe other.. . Thisone. . ., buton the otherhandthatone. Thispicture. . . whereas the other. . .

Comparing

Speculating

It seems to methat.. . lfs hard to say, butI think.. . It tooks like a . .. I'dsay.. . It must/might/coutd/can't be. . , It must/might/could have been . I don'tthink it. . ., because. ..
Personalty speaking, ... Speaking personall... PersonalI ly . .,. I'veneverthought aboutit, but I suppose ... I don't reallytike. . . , but if I hadto choose. . It'sverydifficult to say,but I think . . . It seems to methat. . .

Expressingopinions

. set aside timein class to practise Part 2 sothatyourstudents cangetused to speculating about visuals andcangive each other helpandsupportwhile theypractise. 2. In class, students couldpractise the activity in pairs, timingeachotherto seehowit feelsto talkfor a minute on theirown.Remind themto speculate about thJpictures using the prompts written on the paper, andnotiustto describe them. 3. Point outto students howimportant it is: r to organise their thoughts clearly sothattheymake themost of their time o to try andcomplete thetaskthe examiner asks themto do (which is written on the paper withthe visuals) o notto worry about the timingin the examination butjustto keeptatking untitthe examiner says 'Thankyou'. 4. You could alsodo activities in which: ' students bringin their pictures andtry to tinkthemthematically by making suggestions and .own speculating possible about connections . students aregiven a topic which theyhave to talkabout fora minute. 5. Givestudents strateges forstarting and endi ngtheirtalk.

the intertocutor for ctarification if youareunsure about whatto do. speaking immediately; don'twaste timethinking about youaregoing what to say. Concentrate-on thetask;don'tjust describe pictures. the Remember thatthetaskis written on the paper for youto refer to. Don'tpanicif youdon'tknow - paraphrase thewordfor something it andmove on. Don'tinterrupt whileyourpartner is talking. Even ifyou haveno opinion about thetask,invent one. Tryto keeptalkingfor as longasyoucan.Don'tstopbefore yourminute is over! Remember not to worryif the intertocutor stopsyou.To makethe test fair,eachcandidate is giventhe same amount of talking time.

T2

SPEAKING TEST PREPARATION PACK FOR CAE

:.:":

of CAMBRIDGE UNIVERSITY
ESOL Examinations

test CAE Speaking

Notes Teacher's

WOR K S H

This worksheet is based on Part 3 of the CAESpeakingtest. Use the candidatevisuals provided with this book or, before the ]esson,print out the Part 3 pictures (preferablyin colour) from the DVD and make sure you have enough copies to give one set to each pair of students.

r Tsk One
1. Play the beginning of Part 3 on the DVD.Tell the students to listen carefully to the ,atyr)-l l*:>l I vu o I rnterlocutor'sinstructions and write the missing information in the box on the worksheet.

Answers
er for about 3 minutes. lnterlocutor: Nowl'd likeyou to talk about somethingtogeth waysin whichcomputers Herearesomepictures showing different affectour lives. nowadays. First, talk to eachotherabouthow thesepictures showthe roleof computers Thendecidewhich picturebest reflectsthe differencecomputershavemadeto our lives.

2 . Tell the students to work with a partner and do the task. Remind them to spend 3 minutes discussingall the pictures.
5.

Ask the students to discussthe questions on the worksheet with a partner.When they have finished, answer any general questions they have about the task. . Did you have time to discussali the pictures? . Did you have something to say about all the pictures? . Did you find any pictures easy or difficult to talk about? . Did you reach a decision too eariy and leave yourselveswith nothing else to talk about? Now play all of Part 3 on the DVD.Ask the students to compare their performanceswith Marie's and Chloe's.

r Tsk IWo
,ffi PIayPart 3 on the DVD again.Ask the students to answer the questions on the worksheet
l lG>l vrgEo

Answers 1. Who starts the discussion?How does she do this? - Marie. She taiks about the first picture. 2. Who respondsthe most? - Equal.They don't ask each other questionsbut they pick up on what the other one has said, and both initiate discussion. 3. How do Marie and Chloe interact with each other? - They make suggestionsor statements and then add detail.They could ask one another more what they think. 4. Do they seem interested in what their partner is saying?-Yes. They pick up on what each other says,but they could iook at each other more. 5. Do they look at the interlocutor? Is this a good thing? -Yes, they do look at the interlocutor, but this is not a good thing as they should be talking to each other. It is better if candidates talk to each other and ignore the interlocutor in this part of the test. 6. Does the interiocutor ask them questions during the task? - No. 7. Who speaksthe most during Part 3? - They speak equaliy,but they don't actually interact with each other very much. 8. Do they take turns, or does one person dominate the discussion?- They take turns to initiate discussion,but they don't actually ask one another questions or invite one another to speak. 9. Do they speak about all the pictures?-Yes. 10. Do they reach a decision?Does this matter? -Yes, they do but it doesn't matter if candidatesdon't do this. The discussionis more imDortant than the decision.
PACKFOR CAE S P E A K I N GT E S T P R E P A R A T I O N 73

Thsk Three

1,. Play Part 3 on the DVD again, Ask the students to complete the table on the worksheeL Tell them to note down some examples of the language Marie and Chloe use.

Answers

2. Ask the students to discuss the questions on e worksheet with a partner. Answers How much do Marie and Chloe interact with each other? - Not enougtr - they just say what they want to say,and don't invite one another to speak.They are obviously listening to one another, though, becaus'ethey pick up on what their partner says, . What do you think they could do to interact with each other more? - Ask one another what they think.

t4

SPEAKTNG TESTPREPARAT|ON PACKfOR eAE

r Useful phrases
Below are some useful phrases which may be helpfuI for students when doing this task, but students should take care not to overuse them. Sowehaveto... possibilities for. . . There areseveral Lets . . . first,shattwe? talkabout shatl we? are Let's seewhatthegoodpoints need to . . . witt/woutd I thinkthey/we Wbhave ... to choose . ." Wehave to decidewhich .. .? What doyouthinkabout It seems to methat.. . It h i n k. . What doyouthink? From whatI know.,. Inmyopinion ... AsfarasI'mconcerned ... .. Personally speaking. Coutd I iustaddthat.. . ? in here .. . lf I might come .. ? Don'tyou think. lfve heard ... I ' ms u r e . . point. That's a good putit better myself. I couldn't have I couldn't agree more. you're I'msure right. I hadn't thought ofthat. What a goodidea! Exactty! youmean, youthink. . . ? butdon't I seewhat Yes, butisn'tit truethat. . . ? I'msure thafswrong. goalong withthat. . . I don't thinkI would You have there, butI think. . . a point if . . . might bea bitdifficult I thinkthat I'msonybutI can'tagrec. point That's a good but. . .

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'

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t:.1

..-t,rt'**:

So,if we summarise,.. So,what shall we decide? So,whatdo you think? I thinkwe agree. So,what sha[[we say? Right, so youthink. . . and I think. . . Canwe agree.. .? Don'twe agree. . .? So, shall we agreeto disagree? ls that how you see it? conectly,we've decidedon . . . so far. So if I've understood

TESTPREPARATION PACKFORCAE 15 SPEAKING

for: vocabulary the students will needto betaught the language . Aswettasgeneral r iustifying o turn-taking for ideas opinions andgMngreasons . ranking . negotiating andprioritising . making suggestions andinitiating discussion . evaluating o selecting . exchanging ideas andopinions in class, or as a whole 2. Students should takepartin regular discussions eitherin pairs,smallgroups identified in 1). class. They should focus on the phrases theyuseforthe functions programmes of radiophone-lns asexamples of thfunctions 3. UseradioandW discussion andpodcasts identified in 1). 4. Class suggestions Choose a topic or write a staternent on the board.Ask students to list five advantages and five Thengetthem to discuss disadvantages or five pointsfor and five against thesein the statement. groups andtryto rank themin importance. suggestions 5. Individual Encourage studentsto improvetheir knowtedge of generalissuesby readingEnglish-language programmes newspapers and magazines, watching English language on W, listening to the radioor podcasts wiltgivethemideas forthings downloading of anytopicthat interests them.This to say,and hetpthemto formtheirownopinions about things. Remind students that: o thereis no rightor wrong answer to thistask . examiners for students arelistening to the quality of language usedandit is not necessary to actually reach a decision studentsmust have something to say - althoughcandidates are not being assessed on their it wittbe difficult for the knowledge of the world,if theydon'tactuatly express anyideas or opinions, examiners to givea fairappraisal of theirlanguage ability.

for clarification ifyouareunsure about whatto do, but remember thatyourpartner canalsohelpyou immediately; don'twaste timethinking aboutwhatyouaregoing to say. paper you that thetaskis written for on the to refer to. - paraphrase partner Don'tpanicifyoudon'tknow it, or askyour thewordfor something iftheyknowthe word. youcanabout youmove Sayasmuch rs each visual in relation to thetaskbefore on to the nextone.Try to usea variety of language ifyou can. partner lfyou have no opinion aboutoneofthevisuals, askyour or speculate about the picture in relation to thetask. Remember to worktogether with yourpartner. Youusedifferent typesof language whenyou speakby yourself person, youto andwhenyouspeak with another so working together withyourpartner will allow usea greater range of language. - don'tjust respond Tryto takeit in turnsto initiate discussion to whatyourpartner says. Youarenot beingassessed on whatyousay,but the wayyousayit. Thisis a language exam,not a test of general knowledge.

SPEAKING TEST PREPARATION PACK FOR CAE

UNIVERSITYof CAMBRIDGE ESOLExaminations

test CAE Speaking

Teacher's Notes

This worksheet is based on Part 4 of the CAESpeaking test.

r llask One
1. Direct the students to the five questions on the worksheet. Ask them to work with a partner and discuss each question in turn. . Some people say that computers are helping to create a generation without social skills. What's your opinion? What are the advantages and disadvantages of shopping by cornputer? . How far do you agree that the computer is the greatest invention of modem times? o A lot of personal information about all of us is now kept on cornputers. Do you find this worrying? . In future, what role do you think there will be for people who are not interested in technology? This will depend on how students deal wi the questions. Encouragethem to extend their answers as much as possible.

affil
l:l
I Y'D:O I

2. Play Part 4 on the DVD and ask students to compare their answers with Marie's and Chloe's.

r Tbsk T\ro

lffil lGl

I vrpEo

Play Part 4 again and ask the students to answer the questions on the worksheet. Invite general comments about Marie's and Chloe's performance. Answers 1. Does the interlocutor ask each candidate the same questions? - Not exactly. She doesn't repeat the question but asks the secondcandidate e.g.'Do you agree?'and'How about you?'. 2. Does the interlocutor ask candidates to answer questions individually, o discuss them together? - Both. She addressese first two questions to the candidates individually, but asks the other candidate to add something. She addressesQuestion 3 to bsth candidates. 3. Do the candidates only speak when asked by the interlocutor? - No. They contribute ideas when they want to, and agree and disagree wi each other. 4. How does e interlocutor encourage discussion between the candidates? - By using hand gestures. 5. How do candidates extend their answers?- By giving reasons and details about their ideas. 6. How does the interlocutor finish the test? -'Thank vou. That's the end of the test.'

Tbsk Three

L . What is the difference between the direct questions candidates arb asked in Part 1 and those in Part4? Ask the students to complete e sentences on eir worksheet wi the information from the box. personal information Answers a) Part 1 questions ask for personal infornratin but Part 4 questions ask for opinions. b) Part 1 questions are addressed to an individual candidate but Part 4 questions can be addressed to both candidates. both candidates an indidual candidate opinions

SPEAK|NG TESTPREPARATTON PACKFORCAE 77

2 . Ask the students to decide, using the information above,which of the questions in the box are from Part 1 and which are from Part 4.

Ansu;ers
Quesflors
l 1.1

with the worldtodayis that peopleontycareaboutthemselves. Somepeoplesaythe problem youropinion? What's Whatdo you enjoylearning?

Part4
Part1 Patt 4 Part1

Why? oEanisations? organisations or national money to local to gve Doyouthinkit's better year? youbedoing might thistimenext What
cause? canhavinga lot of moneysometimes Whatkindsof problems Whatkindsof holidayappealto you most?

Part4 Part 1
Part1

youwould in thetravel industry? liketo work Doyouthink tife? isfora happy important doyouthinkmoney How you've ever had? experience What's themost exciting
the environment? to protect Whatcanwe all do as individuals

Part4 Part1
Paft4

3. Tell students to think about the kind oflanguage they need to use for questions in each
part. They have to decide which phrases in the box below would be most useful for Part 1, and which for Part 4. Answers

Language futurt 1
I'd tike.. . I'd liketo do . . . That'sdefinitely something Ithastobe... wantedto do. I'vealways Thafs something

taryew.Mrta
... In my opinion WhatI think aboutthat is . . . but . I'd never thoughtaboutthat before, I'd haveto agreewith that idea . . .

I I

r Usefulphrases
Below are some useful phrases which may be helpful for students when doing this part of the test, but students should take care not to overuse them.
I'm not sure. . . Probably. .. Perhaps. .. o4inron, M a y b e . . a tentative Offering It'sverydifficult. . ., but I think. . . I feelverystrongly about,but. . It's not something

.. I'dliketo addsomething. I'dliketo say.. There's else something putit better have myself. I couldn't Actuatly, I feetquitestrongly that. . l'mquit certain that.. . fora fuctthat. . . I know don't that. . . I reatly thinkit is right
Coutd I just add that. . . ? Exactty!

GfferinA a strotO opnion

.:li.: i

r8

SPEAKING TEST PREPARATION PACK FOR CAE

of questions the discussion to extend part4 is a continuatin witl be asked of Part3, andcandidates to: be prepared should in Part 3. Candidates thetopictheydiscussed r givetheiropinion put bytheinterlocutor on questions details . extend andfurther reasons bygiving theirresponses theirideas giving . agree andjustifiing reasons withtheirpartner, or disagree . addto or extend response appropriately theirpartner's . aska question or seekinformation to confinn o interact the conversation. andnotdominate withtheirpartner give asmuchpractice parts theirstudents thatteachers lt is important discussion. involve both 3 and4 not to be afraidof giving Theyshouldtell theirstudents as possible. in takingpart in a dscussion ' andpolitety'' do thissensitively themthattheyshoutd butremind or disagreeing, interrupting opinions, and fromthe news ofinterest in articles by bringing theirownopinions to develop students Encourage aboutit' getting to askthemquestions otherstudents areexamples: topics Thefottowing in class. be covered shoutd As many topicsas possible r iobsandwork r education andstudies o issues the environment o holidays around andleisure r climate . pastandpresent andweather . transport andtravel

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FORCAE PACK TEsT PREPARATION SPEAKING

UNIVERSITYo/ CAMBRIDGE ESOL Examinations

CAE Speaking test

Teacher's Notes
WORKSHEET

How we assess speaking for GAE

Candidatesare assessed on their own individual performance and not in relation to each other, according to the following five analytical criteria: grammatical resource,vocabulary resource,discoursemanagement,pronunciation and interactive communication. These criteria are interpreted at CAElevel.Assessmentis based on performance in the whole test, and is not related to performance in particular parts of the test. Both examiners assessthe candidates.Theassessorapplies detailed analytical scales,and the interlocutor applies a global achievementscale,which is based on the analytical scale.

r Analytical scales
Grammatical resource This refers to the accurate and appropriate use of a range of both simple and complex forms. Performance is viewed in terms of the overall effectiveness of the language used in spoken interaction. Vocabulary resource This refers to the candidate's ability to use a range of vocabulary to meet task requirements. At CAElevel, the tasks require candidates to speculate and exchange views on unfamiliar topics. Performance is viewed in terms of the overall effectiveness of the language used in spoken interaction. Discoursemanagement This refers to the candidate's ability to link utterances together to form coherent speech, without undue hesitation.The utterances should be relevant to the tasks, and should be arranged logically to develop the themes or arguments required by the tasks. Pronunciation This refers to the candidate's ability to produce comprehensible utterances to fulfil the task requirements.This includes stress and intonation as well as individual sounds.Examinersput themselvesin the position of a non-ESOL specialistand assess the overall impact of the pronunciation and the degree ofeffort required to understand the candidate. Inter activ e communication This refers to the candidate's ability to take an active part in the development of the discourse. This requires an ability to participate in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. This also refers to the deployment of strategies to maintain interaction at an appropriate level throughout the test so that the tasks can be fulfilled.

r Global achievement scale

This refers to the candidate's overall performance in dealing with the tasks in the four separateparts of the CAESpeakingtest.The global mark is an independent impression mark which reflects the assessment of the candidate's performance from the interlocutor's perspective.

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SPEAKING TEST PREPARATION PACK FOR CAE

r GAEtypical minimum adequate per#orrnance

The candidate develops the interaction rvith contributions which are mostly coherent and extended when dealing with the CAE.leveltasks. Grammar is rnostly accurate and vocabulary appropriate. Utterances are understood with very little strain on the listener. Pleasenote: Candidates cannot pass or fail any individual paper. The candidate's grade for the examination is based on their total score from all five papers.

r Assessment task Answers

Use a nngeof structures. Trynotto make mistakes. basic Try to useinteresting wordgnotjustthesame ones allthetime. youuse. Try in thewords to be precise yourideas Try to eonnect together clearly. yourideas Trytodevelop logicalty andfluently.

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- how canyou hetpthemto unclerstand Thnk aboutyouf listener whatyou arc saying?

Dontworry ifyouhave buttryto useconect wordstress too much an accent, and intonation.

Participate in atlparts ofthetestactively. Rememberto askquestions aswellasrespond.

SPEAKING TEST PREPARATION PACK FOR CAE

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