Cambridge English:
Advanced Speaking
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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
Part 2
Part 3
Part 4
General conversation
Speaking about a set of three pictures
Two-way conversation between candidates
Discussion on related topics
The Speaking test - overview
Number of parts: 4
Timing:
15 minutes
Format
• two (or three) candidates
• two examiners
Part 1
Part 2
Part 3
Part 4
General conversation
Speaking about a set of three pictures
Two-way conversation between candidates
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
Stefan uses some effective discourse markers, e.g. ‘on the other hand’.
• Discourse Management is a strength for Stefan
2. Meritxell uses some appropriate lexis, e.g. ‘creating a lot of rubbish’.
• Lexical Range is a strength for Meritxell
3. Stefan uses sentence stress well, e.g. ‘people who work in the shops.’
• Pronunciation is a strength for Stefan
4. Meritxell takes the lead in the discussion and produces extended stretches
of language.
• Interactive Communication is a strength for Meritxell
5. Stefan shows the ability to use structures with control, e.g. ‘We are
responsible for the damage to the environment’.
• Grammatical Resource is a strength for Stefan
6. Overall, Stefan is the stronger candidate.
• The global achievement mark will be higher for Stefan
Your students
Which of the areas do your students have
most problems with?
Preparing your students
Teacher
Support
website
Cambridge
English:
Advanced
Handbook
for Teachers
Sample test
videos
Online
Speaking
Practice
Cambridge
English
Teacher
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/academicandprofess
ional/cae
Further information
Writing Assessment
September 2012
University of Cambridge
ESOL Examinations
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