Post on 24-Aug-2021
Page 102
3
General Description
Paper Format
The paper contains three parts.
The standard format is two candidates and two examiners.
One examiner acts as both assessor and interlocutor andmanages the interaction by asking questions and setting upthe tasks. The other acts as assessor and does not join in theconversation.
Timing
19 minutes.
Task Types
Short exchanges with the examiner and with the othercandidate; a collaborative task involving both candidates; atwo-minute long turn and follow-up discussion.
Marks
Candidates are assessed on their performance throughout thetest.
PA P E R 5 S P E A K I N G
PART TASK TYPE AND FORMAT TASK FOCUS TIMING
Conversation between the interlocutor and each candidate.
The interlocutor encourages the candidates to giveinformation about themselves and to express personalopinions.
General interactional and sociallanguage.
3 minutes1
Two-way conversation between the candidates.
The candidates are given visual and spoken prompts, whichare used in a decision-making task.
Speculating, evaluating,comparing, giving opinions,decision-making, etc.
4 minutes2
Long turn from each candidate followed by a discussion ontopics related to the long turns.
Each candidate in turn is given a written question torespond to. Candidates engage in a discussion to explorefurther the topics of the long turns.
Organising a larger unit ofdiscourse, expressing andjustifying opinions, developingtopics.
2 minutelong turn foreachcandidate
8 minutesfollowingthe longturns
3
Page 103
Introduction
The paired format of the CPE Speaking test (two candidatesand two examiners) aims to offer candidates the opportunityto demonstrate their ability to use their spoken language skillseffectively in a range of contexts. The test takes 19 minutes.One examiner, the interlocutor, conducts the test and gives aglobal assessment of each candidate’s performance. Theother, the assessor, does not take any part in the interactionbut focuses solely on listening to, and making an assessmentof, the candidates’ oral proficiency.
The test consists of three parts and each part of the testfocuses on a different type of interaction. Candidates speakmainly to the interlocutor in Part 1, to each other in Part 2and to each other and the interlocutor in Part 3. Candidatesshould familiarise themselves with the format of the Speakingtest and the timings for each part. It is also helpful forcandidates to know when they are expected to speak directlyto the interlocutor and when to each other.
Candidates should make sure they speak clearly and audiblyso that they can be heard, and to paraphrase effectively whenthey do not know or cannot remember a word. They shouldbe able to handle the whole test confidently, yet should feelfree to ask for clarification of instructions where needed.
The Speaking test requires candidates to demonstrate a fullyoperational command of spoken English, using language thatis appropriate in a range of contexts. Successful candidateswill be able to develop the interaction in the different partswith ease and flexibility. Preparation for the test will involvegiving candidates every opportunity to speak and interact inas wide a range of situations as possible.
At the end of the test, candidates are thanked for attending,but are given no indication of the level of their achievement.
Part 1
This part of the test gives candidates the opportunity to showtheir ability to use general interactional and social language.The interlocutor asks each candidate a series of questions byaddressing one question to each candidate in turn. Thequestions begin by asking candidates for general informationabout themselves and move on to more open questionsrequiring speculation or an opinion. The candidates do notneed to talk to each other in this part of the test, though theymay if they wish.
Candidates who find opportunities to socialise with others inan English-speaking environment will be well prepared forthis part of the test. Candidates should be discouraged frompreparing rehearsed speeches as answers are likely tobecome over-long and unnatural.
Part 2
The candidates are given spoken instructions and providedwith a visual stimulus (one or several photographs ordrawings) to form the basis for a task which they carry outtogether. First the candidates are asked a question whichfocuses on their reaction to aspects of one or more picturesand they are given a minute to talk about this. Thisintroductory question gives candidates the chance tofamiliarise themselves with the topic and visuals. Candidatesshould be made aware that their responses need to gobeyond the level of pure description and contain aspeculative element.
After this, the interlocutor gives the candidates instructionsfor a decision-making task. The task is related to what thevisuals represent and there is an audience and context for thecandidates to consider as they work towards a specificoutcome. Candidates should take notice of the title on thevisual sheet, as this will help to remind them of the purposeof the task. Candidates are expected to interact with oneanother and work towards a negotiated completion of thetask.
All classroom discussion in pairs and small groups providesexcellent preparation for this part of the test. Candidatesshould be taught to make positive contributions to move thediscussion forward and show a willingness to take turns,inviting others to speak, listening and responding, as well asinitiating discussion themselves. Candidates should makesure they are listening attentively, so that they can pick up ontheir partner’s points. In preparing for the Speaking test, itwould be helpful to include activities that encourage studentsto express reactions to and opinions about visuals (e.g.photographs taken from magazines), as well as discussing themessages portrayed by these visuals.
Part 3
In Part 3, each candidate is given the opportunity to speak fora longer period of time (two minutes) without interruption.Each candidate in turn is given a card with a question on itand there are also some ideas on the card which thecandidates can make use of if they choose. Candidates areexpected to develop the topic and sustain an extendedcontribution. They should be able to organise their thoughtsand ideas, and express themselves coherently in appropriatelanguage. Candidates should pay attention while their partneris speaking, as they are asked to comment (for about aminute) after their partner has spoken and a further questionon the same topic is directed to both candidates. Candidatesshould be made aware, however, that they should not speakduring their partner’s long turn.
In preparation for this part of the Speaking test, candidateswould benefit from activities that build up their confidencefor the two-minute long turn. They should focus onstructuring extended contributions, for example, by usinglinking, counter-argument and summing up. It would be
P R E PA R I N G F O R T H E S P E A K I N G T E S T
Page 104
helpful to time candidates as they speak, as they need a feelfor how long two minutes is.
Following both candidates’ long turns and follow-upquestions, the interlocutor leads a discussion by askingquestions which further explore the topics of the long turns.In order to make a fair and accurate assessment of eachcandidate’s performance, the examiners must be given areasonable amount of language to assess and this part of thetest gives candidates a final opportunity to show what theyare capable of. Candidates should, therefore, be encouragedto get used to formulating their ideas on a range of topics,while supporting their ideas with reasons and justifications.
Note: In cases where there is an uneven number ofcandidates at a centre, the last Speaking test of the sessionwill be taken by three candidates together instead of two.The test format, test materials and procedure will remainunchanged but the timing will be longer: 28 minutes insteadof 19.
Candidates are assessed on their own individual performanceand not in relation to each other. Both examiners assess thecandidates according to criteria which are interpreted at CPElevel. The assessor awards marks according to five analyticalcriteria: Grammatical Resource, Lexical Resource, DiscourseManagement, Pronunciation and Interactive Communication.The interlocutor awards a global achievement mark.
Grammatical Resource
This refers to the accurate application of grammatical rulesand the effective arrangement of words in utterances. At CPElevel a wide range of grammatical forms should be usedappropriately and competently. Performance is viewed interms of the overall effectiveness of the language used.
Lexical Resource
This refers to the candidate’s ability to use a wide andappropriate range of vocabulary to meet task requirements.At CPE level the tasks require candidates to express precisemeanings, attitudes and opinions and to be able to conveyabstract ideas. Although candidates may lack specialisedvocabulary when dealing with unfamiliar topics, it should notin general terms be necessary to resort to simplification.Performance is viewed in terms of the overall effectiveness ofthe language used.
Discourse Management
This refers to the candidate’s ability to link utterancestogether to form coherent monologue and contributions todialogue. The utterances should be relevant to the tasks andto preceding utterances in the discourse. The discourseproduced should be at a level of complexity appropriate toCPE level and the utterances should be arranged logically todevelop the themes or arguments required by the tasks. Theextent of contributions should be appropriate, i.e. long orshort as required at a particular point in the dynamicdevelopment of the discourse in order to achieve the task.
Pronunciation
This refers to the candidate’s ability to produce easilycomprehensible utterances to fulfil the task requirements. AtCPE level, acceptable pronunciation should be achieved bythe appropriate use of strong and weak syllables, the smoothlinking of words and the effective highlighting of information-bearing words. Intonation, which includes the use of asufficiently wide pitch range, should be used effectively toconvey meaning, and articulation of individual soundsshould be sufficiently clear for words to be easily understood.Examiners put themselves in the position of the non-specialistand assess the overall impact of the communication and thedegree of effort required to understand the candidate.
A S S E S S M E N T
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Interactive Communication
This refers to the candidate’s ability to take an active part inthe development of the discourse, showing sensitivity to turn-taking and without undue hesitation. It requires the ability toparticipate competently in the range of interactive situationsin the test and to develop discussions on a range of topics byinitiating and responding appropriately. It also refers to thedeployment of strategies to maintain and repair interaction atan appropriate level throughout the test so that the tasks canbe fulfilled.
Global Achievement
This is based on the analytical criteria and relates to thecandidate’s performance overall.
Typical Minimum Adequate Performance
A typical minimum adequate performance at CPE level canbe summarised as follows:
Develops the interaction with contributions which arerelevant, coherent and of an appropriate length. The range ofgrammatical forms and vocabulary is appropriate and usedwith sufficient accuracy and precision to deal with the CPElevel tasks. Utterances are conveyed effectively andunderstood with very little strain on the listener.
Assessment is based on performance in the whole test, and isnot related to performance in particular parts of the test. Theassessor awards marks for each of the five criteria listedabove. The interlocutor awards each candidate one globalmark.
In many countries, Oral Examiners are assigned to teams,each of which is led by a Team Leader who may beresponsible for approximately fifteen Oral Examiners. TeamLeaders give advice and support to Oral Examiners, asrequired.
The Team Leaders are responsible to a Senior Team Leaderwho is the professional representative of Cambridge ESOL forthe Speaking tests. Senior Team Leaders are appointed byCambridge ESOL and attend an annual co-ordination anddevelopment session in the UK. Team Leaders are appointedby the Senior Team Leader in consultation with the localadministration.
After initial training of examiners, standardisation of markingis maintained by both examiner co-ordination sessions andby monitoring visits to centres by Team Leaders. During co-ordination sessions, examiners watch and discuss sampleSpeaking tests recorded on video and then conduct practicetests with volunteer candidates in order to establish acommon standard of assessment.
The sample tests on video are selected to demonstrate arange of nationalities and different levels of competence, andare pre-marked by a team of experienced assessors.
M A R K I N G
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CPECAMBRIDGE LEVEL 5Fully operational command of the spoken language.Able to handle communication in most situations, including unfamiliar or unexpected ones.Able to use accurate and appropriate linguistic resources to express complex ideas and concepts and produce extendeddiscourse that is coherent and always easy to follow.Rarely produces inaccuracies and inappropriacies.Pronunciation is easily understood and prosodic features are used effectively; many features, including pausing andhesitation, are ‘native-like’.
CAECAMBRIDGE LEVEL 4Good operational command of the spoken language.Able to handle communication in most situations.Able to use accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent.Occasionally produces inaccuracies and inappropriacies.Maintains a flow of language with only natural hesitation resulting from considerations of appropriacy or expression.L1 accent may be evident but does not affect the clarity of the message.
FCECAMBRIDGE LEVEL 3 (Vantage)Generally effective command of the spoken language.Able to handle communication in familiar situations.Able to organise extended discourse but occasionally produces utterances that lack coherence and some inaccuracies andinappropriate usage occur.Maintains a flow of language, although hesitation may occur whilst searching for language resources.Although pronunciation is easily understood, L1 features may be intrusive.Does not require major assistance or prompting by an interlocutor.
PETCAMBRIDGE LEVEL 2 (Threshold)Limited but effective command of the spoken language.Able to handle communication in most familiar situations.Able to construct longer utterances but is not able to use complex language except in well-rehearsed utterances.Has problems searching for language resources to express ideas and concepts resulting in pauses and hesitation.Pronunciation is generally intelligible, but L1 features may put a strain on the listener.Has some ability to compensate for communication difficulties using repair strategies, but may require prompting andassistance by an interlocutor.
KETCAMBRIDGE LEVEL 1 (Waystage)Basic command of the spoken language.Able to convey basic meaning in very familiar or highly predictable situations.Produces utterances which tend to be very short – words or phrases – with frequent hesitations and pauses.Dependent on rehearsed or formulaic phrases with limited generative capacity.Only able to produce limited extended discourse.Pronunciation is heavily influenced by L1 features and may at times be difficult to understand.Requires prompting and assistance by an interlocutor to prevent communication from breaking down.
Pre-Waystage Level
Zero
C A M B R I D G E C O M M O N S C A L E F O R S P E A K I N G
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S P E A K I N G S A M P L E PA P E R ( 1 )
For Oral Examiners’ Use Only
Certificate of Proficiency in English
Speaking Test
Part 1 3 minutes
Interlocutor Good morning / afternoon / evening. My name is and this is my
colleague . And your names are ? Could I have your mark sheets,
please?
Thank you.
First of all, we’d like to know something about you.
Where are you from (Candidate A)? And you (Candidate B)?
Select a further question for each candidate:
• Do you live locally?
• How close to your school or work do you live?
• What kind of journey did you have to get here today?
• Do you live with friends or family?
• What do you like about the area you live in?
Candidates
Interlocutor Select a further question for each candidate:
• Are you studying or do you work? Could you tell us something about it?
• Could you tell us something about the house or apartment you live in?
• What about your early school days? What were they like?
• Let’s think about not working or studying. What do you do to relax?
• Could you tell us something about your plans for the future?
• Could you tell us something about why you are learning English?
Candidates
Interlocutor Thank you. Now, we’d like to ask you what you think about one or two things.
Select one or more questions for each candidate, as appropriate:
• Which countries in the world would you most like to visit?
• Apart from languages, what other skills do you think it will be important tolearn in the future?
• What are employment opportunities like in this area?
• If you could change one thing about your education, what would it be?
• How easy do you think it will be to maintain the level of English you haveachieved?
• How ambitious are you?
Candidates
Interlocutor Thank you.
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Fo
r O
ral
Exam
iners
’ U
se O
nly
Cert
ific
ate
of
Pro
fic
ien
cy i
n E
ng
lis
h
Sp
eakin
g T
est
Pa
rt 2
4 m
inu
tes
1 P
ho
tog
rap
hic
ex
hib
itio
n
– G
row
ing
up
Inte
rlo
cu
tor
No
w,
in t
his
part
of
the t
est
yo
u’r
e g
oin
g t
o d
o s
om
eth
ing
to
geth
er.
H
ere
are
so
me p
ictu
res o
f ch
ild
ren
.
Pla
ce p
ictu
re s
heet 1 in f
ront
of
the c
andid
ate
s.
Sele
ct
two o
f th
e p
ictu
res for
the c
andid
ate
s to look a
t*.
Fir
st,
I’d
lik
e y
ou
to
lo
ok a
t p
ictu
res *
an
d *
an
d t
alk
to
geth
er
ab
ou
t w
hat
yo
uth
ink m
igh
t h
ave h
ap
pen
ed
ju
st
befo
re t
he p
ho
tos w
ere
taken
. Y
ou
have a
bo
ut
a m
inu
te f
or
this
, so
do
n’t
wo
rry i
f I
inte
rru
pt
yo
u.
Can
did
ate
s�
1 m
inu
te
Inte
rlo
cu
tor
Th
an
k y
ou
. N
ow
, lo
ok a
t all
th
e p
ictu
res.
I’d
lik
e y
ou
to
im
ag
ine t
hat
a p
ho
tog
rap
hic
exh
ibit
ion
is b
ein
g a
ssem
ble
d o
nth
e t
hem
e o
f G
row
ing
Up
. A
ll t
hese p
ho
tog
rap
hs a
re t
o b
e i
nclu
ded
.
Talk
to
geth
er
ab
ou
t th
e a
sp
ects
of
‘gro
win
g u
p’
the p
ho
tog
rap
hers
are
try
ing
to
sh
ow
. T
hen
su
gg
est
two
oth
er
asp
ects
of
gro
win
g u
p w
hic
h y
ou
wo
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lik
e t
osee r
ep
resen
ted
in
th
e e
xh
ibit
ion
.
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u h
ave a
bo
ut
thre
e m
inu
tes t
o t
alk
ab
ou
t th
is.
Can
did
ate
s�
3 m
inu
tes
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve p
ictu
re s
heet.
Page 109
Fo
r O
ral
Exam
iners
’ U
se O
nly
A
Cert
ific
ate
of
Pro
fic
ien
cy i
n E
ng
lis
h
Sp
eakin
g T
est
Part
312 m
inu
tes
11
C
ha
ng
ing
Lif
es
tyle
s
Inte
rlo
cu
tor
No
w,
in t
his
pa
rt o
f th
e t
es
t yo
u’r
e e
ac
h g
oin
g t
o t
alk
on
yo
ur
ow
n f
or
ab
ou
t tw
o m
inu
tes
.Y
ou
ne
ed
to
lis
ten
wh
ile
yo
ur
pa
rtn
er
is s
pe
ak
ing
be
ca
us
e y
ou
’ll
be
as
ke
d t
o c
om
me
nt
aft
erw
ard
s.
So
(C
an
did
ate
A),
I’m
go
ing
to
giv
e y
ou
a c
ard
wit
h a
qu
es
tio
n w
ritt
en
on
it
an
d I
’d l
ike
yo
uto
tell u
s w
hat
yo
u t
hin
k.
Th
ere
are
als
o s
om
e i
de
as o
n t
he c
ard
fo
r yo
u t
o u
se
if
yo
ulike.
All
rig
ht?
H
ere
is
yo
ur
card
, a
nd
a c
op
y f
or
yo
u (
Ca
nd
ida
te B
).
Hand o
ver
a c
opy o
f pro
mpt
card
11(a
) to
each c
an
did
ate
.
Re
me
mb
er
(Ca
nd
ida
te A
), y
ou
ha
ve a
bo
ut
two
min
ute
s t
o t
alk
be
fore
we j
oin
in
.
[Allo
w u
p t
o 1
0 s
econ
ds b
efo
re s
ayin
g,
if n
ecessary
: W
ou
ld y
ou
lik
e t
o b
eg
in n
ow
?]
Ca
nd
ida
te A
� 2
min
ute
s
Inte
rlo
cu
tor
Th
an
k y
ou
.
Sele
ct o
ne a
ppro
priate
fo
llow
-up
qu
estio
n for
Cand
idate
B:
• W
hat
do
yo
u t
hin
k?
• Is
th
ere
an
yth
ing
yo
u w
ou
ld l
ike
to
ad
d?
• Is
th
ere
an
yth
ing
yo
u d
on
’t a
gre
e w
ith
?
• H
ow
do
es t
his
dif
fer
fro
m y
ou
r exp
eri
en
ce?
Ca
nd
ida
te B
� u
p to
1 m
inu
te
Inte
rlo
cu
tor
Addre
ss o
ne o
f th
e fo
llow
ing q
uestions t
o b
oth
ca
ndid
ate
s:
• D
o y
ou
care
ab
ou
t w
hat
yo
u e
at?
• D
o y
ou
th
ink o
ur
die
ts h
ave b
eco
me h
ealt
hie
r?
• H
ow
co
nfi
den
t can
we b
e a
bo
ut
foo
d s
afe
ty?
Ca
nd
ida
tes
� 1
min
ute
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve
card
s.
Pro
mp
t C
ard
11(a
)
Ho
w a
re a
ttit
ud
es t
o f
oo
d c
han
gin
g?
• fo
od
pro
du
cti
on
• m
eth
od
s o
f p
rep
ara
tio
n
• so
cia
l im
po
rtan
ce
Fo
r O
ral
Exam
iners
’ U
se O
nly
B
11 C
ha
ng
ing
Lif
esty
les (
co
nt.
)
Inte
rlo
cu
tor
No
w (
Ca
nd
ida
te B
), i
t’s
yo
ur
turn
to
be
giv
en
a q
ue
sti
on
.
Hand o
ver
a c
opy o
f pro
mpt
card
11(b
) to
each
cand
idate
.
Here
is y
ou
r c
ard
, an
d a
co
py f
or
yo
u (
Ca
nd
ida
te A
).
Re
me
mb
er
(Ca
nd
ida
te B
), y
ou
hav
ea
bo
ut
two
min
ute
s t
o t
ell
us
wh
at
yo
u t
hin
k,
an
d t
he
re a
re s
om
e i
de
as
on
th
e c
ard
fo
ryo
u t
o u
se
if
yo
u l
ike
. A
ll r
igh
t?
[Allo
w u
p t
o 1
0 s
econ
ds b
efo
re s
ayin
g,
if n
ecessary
: W
ou
ld y
ou
lik
e t
o b
eg
in n
ow
?]
Ca
nd
ida
te B
� 2
min
ute
s
Inte
rlo
cu
tor
Th
an
k y
ou
.
Sele
ct o
ne a
ppro
priate
fo
llow
-up
qu
estio
n for
Cand
idate
A:
• W
hat
do
yo
u t
hin
k?
• Is
th
ere
an
yth
ing
yo
u w
ou
ld l
ike
to
ad
d?
• Is
th
ere
an
yth
ing
yo
u d
on
’t a
gre
e w
ith
?
• H
ow
do
es t
his
dif
fer
fro
m y
ou
r exp
eri
en
ce?
Ca
nd
ida
te A
� u
p to
1 m
inu
te
Inte
rlo
cu
tor
Addre
ss o
ne o
f th
e fo
llow
ing q
uestions t
o b
oth
ca
ndid
ate
s:
• T
o w
hat
exte
nt
is e
lectr
ical
eq
uip
men
t fo
r th
e h
om
e g
oo
d v
alu
e f
or
mo
ney?
• Is
tech
no
log
y i
n t
he h
om
e a
lways b
en
efi
cia
l?
• H
ow
do
yo
u s
ee t
ech
no
log
y f
or
the h
om
e d
evelo
pin
g in
th
e f
utu
re?
Ca
nd
ida
tes
� 1
min
ute
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve c
ard
s.
Pro
mp
t C
ard
11(b
)
Wh
at
ch
an
ges h
ave r
esu
lted
fro
m t
he in
tro
du
cti
on
of
tech
no
log
y i
nto
th
e h
om
e?
• w
ork
• fr
ee
tim
e
• co
mm
un
icati
on
Inte
rlo
cu
tor
No
w,
to f
inis
h t
he
te
st,
we’r
e g
oin
g t
o t
alk
ab
ou
t ‘c
ha
ng
ing
lif
es
tyle
s’
in g
en
era
l.
Addre
ss a
se
lection o
f th
e fo
llow
ing
qu
estio
ns to b
oth
cand
ida
tes:
� 4
min
ute
s
• T
o w
hat
exte
nt
can
we c
han
ge o
ur
life
sty
le?
• W
hic
h e
ven
t o
f th
e l
ast
cen
tury
do
yo
u t
hin
k h
as h
ad
th
e m
ost
imp
act
on
peo
ple
’s l
ifesty
les?
• H
ow
in
flu
en
tial is
th
e m
ed
ia o
n t
he w
ay w
e liv
e?
• W
hat
are
th
e g
reate
st
thre
ats
to
ou
r q
uality
of
life
?
• S
ho
uld
we a
ttem
pt
to n
arr
ow
th
e g
ap
betw
een
th
e ‘
haves’
an
d t
he ‘h
ave
no
ts’?
• D
oes m
ore
alw
ays m
ean
bett
er?
Inte
rlo
cu
tor
Th
an
k y
ou
. T
ha
t is
th
e e
nd
of
the
te
st.
Page 110
S P E A K I N G S A M P L E PA P E R ( 2 )
For Oral Examiners’ Use Only
� UCLES 2001
Certificate of Proficiency in English
Speaking Test
Part 1 3 minutes
Interlocutor Good morning / afternoon / evening. My name is and this is my
colleague . And your names are ? Could I have your mark sheets,
please?
Thank you.
First of all, we’d like to know something about you.
Where are you from (Candidate A)? And you (Candidate B)?
Select a further question for each candidate:
• What do you do?• Do you live in this area?• What do you like best about your city/town/village?• When did you start learning English?• Do you study any other languages apart from English?
Candidates
Interlocutor Select a further question for each candidate:
• How useful would a foreigner find it to speak your language?• What aspect of your country do you think appeals to tourists?• Could you tell us something about how you relax in your free time?• What about sports? Do you prefer to watch or to take part?• We’d like to know something about your ambitions. What do you hope to be
doing in 10 years’ time?
Candidates
Interlocutor Thank you. Now, we’d like to ask you what you think about one or two things.
Select one or more questions for each candidate, as appropriate:
• Some people think that the influence of the English language is too strong.What do you think?
• How easy or difficult is it nowadays for young people to find a job they really want to do?
• Moving on to making things, what sort of practical skills would you most like to have?
• Do you see yourself as an optimistic sort of person?• People live longer now. If you could, would you like to reach 100?• Thinking about the future, how much do you think your taste in music will
change in the next 10 or 20 years?
Candidates
Interlocutor Thank you.
Page 111
Fo
r O
ral
Exam
iners
’ U
se O
nly
� U
CL
ES
20
01
Cert
ific
ate
of
Pro
fic
ien
cy i
n E
ng
lis
h
Sp
eakin
g T
est
Pa
rt 2
4 m
inu
tes
2 M
useu
m s
erv
ices –
Lim
ited
bu
dg
et
Inte
rlo
cu
tor
No
w, in
th
is p
art
of
the t
est
yo
u’r
e g
oin
g t
o d
o s
om
eth
ing
to
geth
er.
H
ere
are
so
me p
ictu
res o
f vari
ou
s a
cti
vit
ies a
sso
cia
ted
wit
h m
useu
ms.
Pla
ce p
ictu
re s
heet 2 in f
ront
of
the c
andid
ate
s.
Sele
ct
two o
f th
e p
ictu
res A
-E f
or
the c
andid
ate
s t
o look a
t*.
Fir
st,
I’d
lik
e y
ou
to
lo
ok a
t p
ictu
res *
an
d *
an
d t
alk
to
geth
er
ab
ou
t w
hy p
eo
ple
may b
e i
nte
reste
d in
ob
jects
lik
e t
hese.
Yo
u h
ave a
bo
ut
a m
inu
te f
or
this
, so
do
n’t
wo
rry i
f I in
terr
up
t yo
u.
Can
did
ate
s�
1 m
inu
te
Inte
rlo
cu
tor
Th
an
k y
ou
. N
ow
, lo
ok a
t all
th
e p
ictu
res.
I’d
lik
e y
ou
to
im
ag
ine t
hat
a s
mall
mu
seu
m w
ith
a lim
ited
bu
dg
et
is r
evie
win
gth
e s
erv
ices it
pro
vid
es t
o v
isit
ors
.
Talk
to
geth
er
ab
ou
t th
e t
yp
es o
f serv
ice m
useu
ms s
ho
uld
pro
vid
e. T
hen
decid
e w
hic
h a
cti
vit
ies a
mu
seu
m w
ith
a l
imit
ed
bu
dg
et
sh
ou
ld c
on
cen
trate
on
.
Yo
u h
ave a
bo
ut
thre
e m
inu
tes t
o t
alk
ab
ou
t th
is.
Can
did
ate
s�
3 m
inu
tes
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve p
ictu
re s
heet.
Page 112
Fo
r O
ral
Exam
iners
’ U
se O
nly
� U
CL
ES
20
01
A
Cert
ific
ate
of
Pro
fic
ien
cy i
n E
ng
lis
h
Sp
eakin
g T
est
Part
3
12 m
inu
tes
12 C
ha
nce a
nd
co
ntr
ol
Inte
rlo
cu
tor
No
w,
in t
his
pa
rt o
f th
e t
es
t yo
u’r
e e
ac
h g
oin
g t
o t
alk
on
yo
ur
ow
n f
or
ab
ou
t tw
o m
inu
tes
.Y
ou
ne
ed
to
lis
ten
wh
ile
yo
ur
pa
rtn
er
is s
pe
ak
ing
be
ca
us
e y
ou
’ll
be
as
ked
to
co
mm
en
taft
erw
ard
s.
So
(C
an
did
ate
A),
I’m
go
ing
to
giv
e y
ou
a c
ard
wit
h a
qu
es
tio
n w
ritt
en
on
it
an
d I
’d l
ike
yo
uto
tell u
s w
hat
yo
u t
hin
k.
Th
ere
are
als
o s
om
e i
de
as o
n t
he c
ard
fo
r yo
u t
o u
se
if
yo
ulike.
All
rig
ht?
H
ere
is
yo
ur
card
, a
nd
a c
op
y f
or
yo
u (
Ca
nd
ida
te B
).
Hand o
ver
a c
opy o
f pro
mpt
card
12(a
) to
each c
an
did
ate
.
Re
me
mb
er
(Ca
nd
ida
te A
), y
ou
ha
ve a
bo
ut
two
min
ute
s t
o t
alk
be
fore
we j
oin
in
.
[Allo
w u
p t
o 1
0 s
econ
ds b
efo
re s
ayin
g,
if n
ecessary
: W
ou
ld y
ou
lik
e t
o b
eg
in n
ow
?]
Ca
nd
ida
te A
� 2
min
ute
s
Inte
rlo
cu
tor
Th
an
k y
ou
.
Sele
ct o
ne a
ppro
priate
fo
llow
-up
qu
estio
n for
Cand
idate
B:
• W
hat
do
yo
u t
hin
k?
• Is
th
ere
an
yth
ing
yo
u w
ou
ld l
ike
to
ad
d?
• Is
th
ere
an
yth
ing
yo
u d
on
’t a
gre
e w
ith
?
• H
ow
do
es t
his
dif
fer
fro
m y
ou
r exp
eri
en
ce?
Ca
nd
ida
te B
� u
p t
o 1
min
ute
Inte
rlo
cu
tor
Addre
ss o
ne o
f th
e fo
llow
ing q
uestions t
o b
oth
ca
ndid
ate
s:
• W
hic
h is
mo
re v
alu
ab
le,
qu
ali
fic
ati
on
s o
r e
xp
eri
en
ce
?
• H
ow
im
po
rtan
t is
it
to a
ch
iev
e s
ucce
ss in
a c
are
er?
• H
ow
wo
uld
yo
u d
efi
ne a
su
cc
essfu
l care
er?
Ca
nd
ida
tes
� 1
min
ute
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve
card
s.
Pro
mp
t C
ard
12(a
)
Ho
w f
ar
is s
ucc
ess
in
a c
are
er
a m
att
er
of
ch
an
ce?
• ed
ucati
on
an
d t
rain
ing
• p
ers
on
al
co
nta
cts
• n
atu
ral a
bil
ity
Fo
r O
ral
Exam
iners
’ U
se O
nly
� U
CL
ES
20
01
B
12 C
han
ce a
nd
co
ntr
ol (c
on
t.)
Inte
rlo
cu
tor
No
w (
Ca
nd
ida
te B
), i
t’s
yo
ur
turn
to
be
giv
en
a q
ue
sti
on
.
Hand o
ver
a c
opy o
f pro
mpt
card
12(b
) to
each
cand
idate
.
Here
is y
ou
r c
ard
, an
d a
co
py f
or
yo
u (
Ca
nd
ida
te A
).
Re
me
mb
er
(Ca
nd
ida
te B
), y
ou
hav
ea
bo
ut
two
min
ute
s t
o t
ell
us
wh
at
yo
u t
hin
k,
an
d t
he
re a
re s
om
e i
de
as
on
th
e c
ard
fo
ryo
u t
o u
se
if
yo
u l
ike
. A
ll r
igh
t?
[Allo
w u
p t
o 1
0 s
econ
ds b
efo
re s
ayin
g,
if n
ecessary
: W
ou
ld y
ou
lik
e t
o b
eg
in n
ow
?]
Ca
nd
ida
te B
� 2
min
ute
s
Inte
rlo
cu
tor
Th
an
k y
ou
.
Sele
ct o
ne a
ppro
priate
fo
llow
-up
qu
estio
n for
Cand
idate
A:
• W
hat
do
yo
u t
hin
k?
• Is
th
ere
an
yth
ing
yo
u w
ou
ld l
ike
to
ad
d?
• Is
th
ere
an
yth
ing
yo
u d
on
’t a
gre
e w
ith
?
• H
ow
do
es t
his
dif
fer
fro
m y
ou
r exp
eri
en
ce?
Ca
nd
ida
te A
� u
p t
o 1
min
ute
Inte
rlo
cu
tor
Addre
ss o
ne o
f th
e fo
llow
ing q
uestions t
o b
oth
ca
ndid
ate
s:
• H
ow
fa
r is
it
po
ss
ible
to
pla
n o
ur
liv
es
?
• H
ow
op
tim
isti
c a
re y
ou
ab
ou
t th
e f
utu
re o
f th
e p
lan
et?
• W
ha
t p
ow
er
do
es
th
e i
nd
ivid
ua
l h
av
e?
Ca
nd
ida
tes
� 1
min
ute
Inte
rlo
cu
tor
Th
an
k y
ou
. R
etr
ieve c
ard
s.
Pro
mp
t C
ard
12(b
)
Ho
w f
ar
ca
n h
um
an
be
ing
s c
on
tro
l th
e f
utu
re o
f li
fe o
n t
his
pla
net?
• en
vir
on
men
tal is
su
es
• ed
ucati
on
• d
iseas
e
Inte
rlo
cu
tor
No
w,
to f
inis
h t
he
te
st,
we’r
e g
oin
g t
o t
alk
ab
ou
t ‘c
ha
nc
e a
nd
co
ntr
ol’
in
ge
ne
ral.
Addre
ss a
se
lection o
f th
e fo
llow
ing
qu
estio
ns to b
oth
cand
ida
tes:
� 4
min
ute
s
• H
ow
fa
r d
oe
s m
on
ey c
on
tro
l o
ur
liv
es?
• H
ow
far
has t
he d
ev
elo
pm
en
t o
f o
ur
civ
ilis
ati
on
be
en
aff
ecte
d b
y c
han
ce d
isco
veri
es
or
ev
en
ts?
• H
ow
fa
r s
ho
uld
pa
ren
ts t
ry t
o i
nfl
ue
nc
e t
he
liv
es
of
the
ir c
hil
dre
n?
• W
ha
t c
on
tro
ls s
ho
uld
be
pu
t o
n s
cie
nti
fic
re
se
arc
h?
• H
ow
im
po
rta
nt
is l
on
g t
erm
pla
nn
ing
fo
r b
us
ine
ss
es
?
• W
hat
hap
pen
s w
hen
th
ing
s a
re l
eft
to
ch
an
ce?
Inte
rlo
cu
tor
Th
an
k y
ou
. T
ha
t is
th
e e
nd
of
the
te
st.
Page 113
GENERAL
Can candidates write answers on the question paper?
For Papers 1, 3 and 4 candidates may write on the questionpaper during the examination, but their notes will not bemarked. Candidates must complete an answer sheet for thesepapers, which is then marked and/or scanned. For Paper 2candidates write in the combined question paper/answerbooklet.
Does it matter if candidates write in pen or pencil?
There are strict guidelines for using pen or pencil, dependingon the paper.
Paper 1 use a pencil to fill in the lozengesPaper 2 write your answers in pen on the combined
question paper/answer bookletPaper 3 write in pencil on the answer sheetsPaper 4 write in pencil on the answer sheet
Can I make a copy of the enclosed CD for otherteachers?
Yes, you can copy freely from all the material included in theHandbook. It’s a good idea for all CPE teachers to have theirown copy of the Handbook to use.
How long is the whole exam?
Questions LengthPaper 1 40 1 hr 30 minsPaper 2 2 2 hoursPaper 3 44 1 hr 30 minsPaper 4 28 40 minutesPaper 5 19 minutes
What is the percentage required to achieve a Grade C?
To pass the examination with Grade C it is necessary toachieve approximately 60% of the total marks available (200).
Must candidates achieve a pass on each paper to passthe examination?
No. Candidates cannot pass or fail any individual paper. Thecandidate’s grade is based on his or her total score from allfive papers. There are no ‘hurdles’ or minimum levels ofachievement required. The statement of results gives a profileof performance in each paper.
Can candidates make notes on the question paper?
Yes, but their notes won’t be marked.
Is the use of dictionaries allowed?
No.
PAPER 1 READING
What is the mark allocation?
One mark is given for each correct answer in Part 1; twomarks are given for each correct answer in Parts 2-4. Thetotal score is then weighted out of a maximum 40 marks forthe whole paper.
If candidates make a mistake in filling in their answersheet, is this picked up by the computer?
If they omit a question, the computer accepts the answersheet. If they fill in more than one lozenge for a question, thecomputer rejects it.
Do questions in the multiple choice task (Part 4) followthe order of the text?
Yes, with global questions at the end.
What about the danger in Part 3, for example, that if acandidate makes one mistake, this may have a knock-oneffect on at least one other question?
The statistical analysis produced when material is pretestedshows whether candidates are choosing wrong answers, sothis potential problem can be spotted in advance andunsuitable materials are not included on the paper.
PAPER 2 WRITING
Do candidates have to write in pen or pencil?
Pen should be used, because compositions written in pencilmay not be very legible.
How long are the set books retained?
They are normally retained for two years.
The set books for June and December 2004 are:LP Hartley, The Go-BetweenBrian Moore, The Colour of BloodChinua Achebe, Things Fall Apart
The set books for for June and December 2005 are:Chinua Achebe, Things Fall ApartJ.B. Priestley, An Inspector CallsAnn Patchett, Bel Canto
C O M M O N Q U E S T I O N S A N D A N S W E R S
Page 114
Why was discursive writing chosen as the compulsorytask?
Discursive writing is a style often required in academicwriting. It also requires a high level of language appropriateto CPE.
What’s the difference between a report and a proposal?
A report normally focuses on past events, whereas a proposalis forward looking. For more details, see page 29.
Is there a short story task?
Candidates have the opportunity to use narrative techniqueswithin task formats such as articles or letters for a magazine.
Is each part worth equal marks?
Yes.
Will supplementary answer paper be provided forcandidates with large handwriting?
Candidates can use the blank pages in the question bookletto make notes or finish their answers, if necessary.Supplementary answer paper will also be provided ifnecessary.
PAPER 3 USE OF ENGLISH
If candidates write two possible answers to a question,how are they marked?
If both are correct, the candidate is awarded the mark(s); ifone is incorrect, no marks are awarded. (This is also the samefor Paper 4.)
What if the answer is right, but the candidate hasmisspelt it?
In Parts 1, 2, 3 and 4 all spellings must be correct. In Part 5some minor misspellings are allowed, as long as the messageis communicated.
How many changes to the stem word are required inPart 2?
There can be any number of changes.
In the gapped sentences (Part 3), is there more than onepossible answer for each sentence?
Yes. In each individual gapped sentence there must be morethan one word which can fit the gap. However, there is onlyone word which fits the gap in all three sentences.
Can the key word be a different part of speech withinthe three sentences in Part 3?
No. The key must be the same part of speech in each gap.
How are the key word transformations (Part 4) marked?
Each transformation is divided into two parts, each worth onemark, so a candidate may score 0, 1 or 2 marks dependingon the accuracy of the response.
Are contractions (e.g. didn’t, won’t, etc.) counted as oneword?
No. To count the number of words, the full form should betaken into account, i.e. didn’t = did not = 2 words.
PAPER 4 LISTENING
Is there any background noise on the tape during thetexts?
No. Sound effects may occasionally be used to ‘set thescene’, but are not used while there is speech.
Does spelling have to be correct?
Yes. However, words are not used in the answers if they areconsidered to be unnecessarily demanding as far as spellingis concerned.
How do you guarantee that the different versions are allequal in difficulty?
For security purposes, there are three versions of the Listeningtest in use at each session. As with the other papers, thematerial for the Listening tests is pretested in advance, inorder to check that it is suitable in terms of content as well aslevels of difficulty. The tests are put together so as to be equalin level statistically. After the examination has been taken,before grading takes place, the Listening test results areanalysed and the average marks gained by candidates ineach test are compared.
PAPER 5 SPEAKING
How many parts of the test are there?
There are three parts: an interview section, a collaborativetask and individual long turn with follow-up discussion.
Can candidates take the test on their own?
No. Candidates are examined in pairs. At centres with anuneven number of candidates, the last single candidateshould be examined with the last pair in a group of three.
Page 115
Are candidates from the same school paired together?
In some centres candidates from the same school are pairedtogether. However, where candidates from a number ofdifferent schools are entered at the same centre, somecandidates may find that they are paired with a candidatefrom another school. Candidates should check with thecentre through which they are entering for the localprocedure.
Does knowing your partner make it easier or harder todo well?
There is no evidence to suggest that candidates performbetter in a Cambridge ESOL Speaking test when examinedwith someone they know or vice versa. Some candidates feelrelaxed and confident when paired with someone they know,others may feel inhibited. In both cases, the examiners aretrained to provide equal opportunities for all candidates toperform to the best of their ability.
What about the mismatching of candidates, e.g. a shyperson with an extrovert?
Examiners are trained to deal with this kind of situation andensure no-one is disadvantaged. Everyone has the chance toshow what they can do. However, candidates mustremember that while it is important not to dominate a weakercandidate, it is vital that they make the best use of the timeavailable to show off their language skills.
Can candidates talk about the set texts?
It is no longer possible to talk about the set texts in theSpeaking test.
Does it matter if a candidate uses slang or speaks with aregional UK or other accent?
Slang is acceptable provided that it is used appropriately.Different varieties of standard English accents, e.g. UK, NorthAmerican, Australian, etc. are also acceptable.
ENTRIES AND RESULTS
What is the date of the CPE examination?
The CPE examination can be taken twice a year, in June andin December. The dates are published in the ExaminationRegulations, and published on the Cambridge ESOL website.Check with your Local Secretary or British Council Office.The addresses are listed on the website.
Where can candidates enrol?
The Cambridge ESOL Local Secretary or British CouncilOffice can give you information about centres where the
examination is taken. You enrol through local centres, andnot through the Cambridge ESOL office in Cambridge. Feesare payable to the local centre, and these will vary slightlyfrom place to place.
How do I get my results?
Results are issued to centres approximately six weeks afterthe examination has been taken. Certificates are issued abouta month after that.