Post on 31-Oct-2014
description
SHow long is the Speaking test? 10–12 minutes
How many parts are there? 4
Who will be in the room? Normally 2 candidates and 2 examiners. One examiner is an interlocutor and manages the test by asking questions and setting up the tasks. The second examiner is an assessor and does not speak.
How is the paper marked? Candidates are assessed throughout the test. The assessor gives detailed marks and the interlocutor gives a global mark.
Part 1 A conversation between the interlocutor and each candidate in turn
General personal factual questions about the candidate’s life, likes and dislikes, etc.
Part 2The candidates talk to each other using visual prompts
The candidates work together to reach a decision on a task given to them by the interlocutor.
Part 3Each candidate is given a different photograph to talk about for one minute.
The photographs are linked in theme.
Part 4The candidates talk to each other on a topic based on the theme of the pictures.
What is the focus of …?
…..Part 1 social and interactive language
…..Part 2 making and responding to suggestions, discussing alternatives, making recommendations, negotiating agreement
…..Part 3 describing photographs, using a range of language,managing discourse
…..Part 4 general interaction about likes, dislikes, experiences, etc.
43
Paper 3: Speaking Overview
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SFAQsQ Why do candidates take the exam in pairs?A All the Cambridge speaking tests are taken in pairs. Candidates need to show
that they can speak by themselves, managing their discourse effectively, but also be able to use social and interactional language.
Q When are candidates assessed?A All through the whole test.
Q What are candidates assessed on? A Grammar and vocabulary, pronunciation and interactive communication. There is
also a global mark given by the interlocutor.
Q What happens if one candidate is stronger than the other?A It is not important – candidates are assessed individually and they are not
compared with each other. The examiners listen to both candidates and mark them individually.
Q What happens if candidates can’t agree on a decision in Part 2? A It doesn’t matter. The important thing is the discussion, and candidates should
address the task and keep the conversation going. They should try to reach a decision but not worry if they don’t.
Q What happens if candidates don’t talk for a full minute in Part 3?A Candidates should try to talk for a full minute as this will allow them to show a
range of language. However, if they stop after 45 seconds or so, the interlocutor will just go on with the test and the candidate will be assessed on what they have said.
Q What happens if candidates don’t understand the instructions?A They should ask the interlocutor to repeat what was said. They will not lose
marks if they sometimes ask for repetition.
44
Speaking Parts 1-4 S
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Speaking Parts 1-4 S
Task preparation Part 1 As with KET preparation, give students as much opportunity as possible in class to talk about themselves and their interests.
Part 2Tip: Candidates are assessed on their ability to take part in the task, not the outcome of their discussions, so they don’t have to complete the task in the time given. However, the task directs their discussion and they should make sure they address it. It is important that they discuss as many of the visuals as possible, and they can also bring in their own ideas if they wish.
Do work in class on interactive language for specifi c functions such as agreeing, disagreeing, suggesting and so on. You could give the class a topic such as: ‘Are mobile phones a good thing?’ Put the class into pairs. Ask each pair to come up with 3 points that support the idea and 3 points against it. Then either have a whole-class debate or put the students into groups of 4, where they take it in turns to make their point and then the other pair agree or disagree with it.
Part 3 Students should describe what they see in their picture as fully as possible. Their partner’s picture will be on the same theme. Encourage students to bring their own pictures to class; they can describe their pictures to each other.
Part 4Students should ask each other questions about the topic as well as give their own opinions.
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46
43pet for schools handbook for teachers | paper 3: speaking | sample paper
Pr
elim
inar
y En
glis
h Te
st fo
r Sch
ools
Sp
eaki
ng T
est
Part
1 (2
-3 m
inut
es)
A/B
A
/B
A
B
Pha
se 1
In
terlo
cuto
r G
ood
mor
ning
/ af
tern
oon
/ eve
ning
.
Can
I ha
ve y
our m
ark
shee
ts, p
leas
e?
(Han
d ov
er th
e m
ark
shee
ts to
the
Ass
esso
r.)
I’m …
……
… a
nd th
is is
……
……
. H
e / s
he is
just
goi
ng to
list
en to
us.
N
ow, w
hat’s
you
r nam
e?
Than
k yo
u.
And
wha
t’s y
our n
ame?
Th
ank
you.
Bac
k-up
pro
mpt
s
Can
dida
te B
, wha
t’s y
our s
urna
me?
H
ow d
o yo
u sp
ell i
t?
Than
k yo
u.
And
, Can
dida
te A
, wha
t’s y
our s
urna
me?
H
ow d
o yo
u sp
ell i
t?
Than
k yo
u.
How
do
you
writ
e yo
ur fa
mily
/ s
econ
d na
me?
H
ow d
o yo
u w
rite
your
fam
ily
/ sec
ond
nam
e?
B
A
(Ask
the
follo
win
g qu
estio
ns. A
sk C
andi
date
A
first
.) W
here
do
you
live
/ com
e fro
m?
Do
you
stud
y E
nglis
h at
sch
ool?
D
o yo
u lik
e it?
Th
ank
you.
(R
epea
t for
Can
dida
te B
.)
Do
you
live
in …
? D
o yo
u ha
ve E
nglis
h le
sson
s?
Pha
se 2
In
terlo
cuto
r (S
elec
t one
or m
ore
ques
tions
from
the
list t
o as
k ea
ch c
andi
date
. Use
can
dida
tes’
nam
es
thro
ugho
ut. A
sk C
andi
date
B fi
rst.)
Wha
t’s y
our f
avou
rite
scho
ol s
ubje
ct?
Why
? Te
ll us
abo
ut y
our E
nglis
h te
ache
r. W
hat d
o yo
u en
joy
doin
g in
you
r fre
e tim
e?
Tell
us a
bout
you
r fam
ily.
Than
k yo
u.
(Intro
duct
ion
to P
art 2
) In
the
next
par
t, yo
u ar
e go
ing
to ta
lk to
eac
h ot
her.
PAPER 3: SPEAKINGPart 1
Sample Test
Activate! Teaching PET for Schools
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
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4747
44 pet for schools handbook for teachers | paper 3: speaking | sample paper
Spea
king
Tes
t 1 (L
eavi
ng p
rese
nt)
Part
2 (2
-3 m
inut
es)
In
terlo
cuto
r S
ay to
bot
h ca
ndid
ates
:
I’m
goi
ng to
des
crib
e a
situ
atio
n to
you
. A
boy
is
leav
ing
his
scho
ol b
ecau
se h
is p
aren
ts a
re g
oing
to
wor
k in
an
othe
r cou
ntry
. The
stu
dent
s in
his
cla
ss w
ant t
o gi
ve h
im a
pre
sent
. Tal
k to
geth
er a
bout
the
diff
eren
t pr
esen
ts t
hey
coul
d gi
ve h
im a
nd t
hen
deci
de
whi
ch w
ould
be
best
. H
ere
is a
pic
ture
with
som
e id
eas
to h
elp
you.
P
lace
Par
t 2 b
ookl
et, o
pen
at T
ask
1, in
fron
t of c
andi
date
s.
Pau
se
I’l
l say
that
aga
in.
A b
oy i
s le
avin
g hi
s sc
hool
bec
ause
his
par
ents
are
goi
ng t
o w
ork
in
anot
her c
ount
ry. T
he s
tude
nts
in h
is c
lass
wan
t to
give
him
a p
rese
nt. T
alk
toge
ther
abo
ut t
he d
iffer
ent
pres
ents
the
y co
uld
give
him
and
the
n de
cide
w
hich
wou
ld b
e be
st.
A
ll rig
ht?
Talk
toge
ther
.
A
llow
the
cand
idat
es e
noug
h tim
e to
com
plet
e th
e ta
sk w
ithou
t int
erve
ntio
n.
Pro
mpt
onl
y if
nece
ssar
y.
Th
ank
you.
(Can
I ha
ve th
e bo
okle
t ple
ase?
)
R
etrie
ve P
art 2
boo
klet
.
A
bout
2-3
min
utes
(inc
ludi
ng ti
me
to a
ssim
ilate
the
info
rmat
ion)
PAPER 3: SPEAKINGPart 2
Sample Test
Activate! Teaching PET for Schools
Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
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48
Sample Test
45pet for schools handbook for teachers | paper 3: speaking | sample paper
Spea
king
Tes
t 1 (T
eena
ge b
edro
om)
Part
3 (3
min
utes
)
Inte
rlocu
tor
Say
to b
oth
cand
idat
es:
Now
, I’d
like
eac
h of
you
to ta
lk o
n yo
ur o
wn
abou
t som
ethi
ng. I
’m g
oing
to g
ive
each
of y
ou a
pho
togr
aph
of te
enag
ers
in th
eir b
edro
oms
at h
ome.
Can
dida
te A
, her
e is
you
r pho
togr
aph.
(Pla
ce P
art 3
boo
klet
, ope
n at
Tas
k 1A
, in
front
of C
andi
date
A.)
Ple
ase
show
it to
Can
dida
te B
, but
I’d
like
you
to ta
lk a
bout
it.
Can
dida
te B
, you
just
list
en. I
’ll gi
ve y
ou y
our p
hoto
grap
h in
a m
omen
t.
Can
dida
te A
, ple
ase
tell
us w
hat y
ou c
an s
ee in
you
r pho
togr
aph.
(Can
dida
te A
)
A
ppro
xim
atel
y on
e m
inut
e If
ther
e is
a n
eed
to in
terv
ene,
pro
mpt
s ra
ther
than
dire
ct q
uest
ions
sho
uld
be u
sed.
Th
ank
you.
(Can
I ha
ve th
e bo
okle
t ple
ase?
)
Ret
rieve
Par
t 3 b
ookl
et fr
om C
andi
date
A.
Inte
rlocu
tor
Now
, Can
dida
te B
, her
e is
you
r pho
togr
aph.
It a
lso
show
s a
teen
ager
in h
is
bedr
oom
at h
ome.
(Pla
ce P
art 3
boo
klet
, ope
n at
Tas
k 1B
, in
front
of C
andi
date
B
.) P
leas
e sh
ow it
to C
andi
date
A a
nd te
ll us
wha
t you
can
see
in th
e ph
otog
raph
.
(Can
dida
te B
)
A
ppro
xim
atel
y on
e m
inut
e
Th
ank
you.
(Can
I ha
ve th
e bo
okle
t ple
ase?
)
R
etrie
ve P
art 3
boo
klet
from
Can
dida
te B
.
Part
4 (3
min
utes
)
Inte
rlocu
tor
Say
to b
oth
cand
idat
es:
You
r pho
togr
aphs
sho
wed
teen
ager
s in
thei
r bed
room
s at
hom
e. N
ow, I
’d li
ke y
ou
to ta
lk to
geth
er a
bout
the
thin
gs y
ou h
ave
in y
our b
edro
oms
at h
ome
now
and
the
thin
gs y
ou’d
like
to h
ave
in y
our b
edro
oms
in th
e fu
ture
.
A
llow
the
cand
idat
es e
noug
h tim
e to
com
plet
e th
e ta
sk w
ithou
t int
erve
ntio
n.
Pro
mpt
onl
y if
nece
ssar
y.
Th
ank
you.
Tha
t’s th
e en
d of
the
test
.
Part
s 3
& 4
sho
uld
take
abo
ut 6
min
utes
toge
ther
.
PAPER 3: SPEAKINGParts 3 and 4
© A
bod
e/B
eate
wor
ks/C
orbi
s
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Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
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