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 and
manages the interaction by asking questions and setting up
the tasks. The other acts as assessor and does not join in the
conversation.
Timing
19 minutes.
Task Types
Short exchanges with the examiner and with the other
candidate; a collaborative task involving both candidates; a
two-minute long turn and follow-up discussion.
Marks
Candidates are assessed on their performance throughout the
test.
PAPER 5 S PEAKI NG
PART TASK TYPE AND FORMAT TASK FOCUS TIMING
Conversation between the interlocutor and each candidate.
The interlocutor encourages the candidates to give
information about themselves and to express personal
opinions.
General interactional and social
language.
3 minutes 1
Two-way conversation between the candidates.
The candidates are given visual and spoken prompts, which
are used in a decision-making task.
Speculating, evaluating,
comparing, giving opinions,
decision-making, etc.
4 minutes 2
Long turn from each candidate followed by a discussion on
topics related to the long turns.
Each candidate in turn is given a written question to
respond to. Candidates engage in a discussion to explore
further the topics of the long turns.
Organising a larger unit of
discourse, expressing and
justifying opinions, developing
topics.
2 minute
long turn for
each
candidate
8 minutes
following
the long
turns
3
Page 103
Introduction
The paired format of the CPE Speaking test (two candidates
and two examiners) aims to offer candidates the opportunity
to demonstrate their ability to use their spoken language skills
effectively in a range of contexts. The test takes 19 minutes.
One examiner, the interlocutor, conducts the test and gives a
global assessment of each candidates performance. The
other, the assessor, does not take any part in the interaction
but focuses solely on listening to, and making an assessment
of, the candidates oral proficiency.
The test consists of three parts and each part of the test
focuses on a different type of interaction. Candidates speak
mainly to the interlocutor in Part 1, to each other in Part 2
and to each other and the interlocutor in Part 3. Candidates
should familiarise themselves with the format of the Speaking
test and the timings for each part. It is also helpful for
candidates to know when they are expected to speak directly
to the interlocutor and when to each other.
Candidates should make sure they speak clearly and audibly
so that they can be heard, and to paraphrase effectively when
they do not know or cannot remember a word. They should
be able to handle the whole test confidently, yet should feel
free to ask for clarification of instructions where needed.
The Speaking test requires candidates to demonstrate a fully
operational command of spoken English, using language that
is appropriate in a range of contexts. Successful candidates
will be able to develop the interaction in the different parts
with ease and flexibility. Preparation for the test will involve
giving candidates every opportunity to speak and interact in
as 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 show
their ability to use general interactional and social language.
The interlocutor asks each candidate a series of questions by
addressing one question to each candidate in turn. The
questions begin by asking candidates for general information
about themselves and move on to more open questions
requiring speculation or an opinion. The candidates do not
need to talk to each other in this part of the test, though they
may if they wish.
Candidates who find opportunities to socialise with others in
an English-speaking environment will be well prepared for
this part of the test. Candidates should be discouraged from
preparing rehearsed speeches as answers are likely to
become over-long and unnatural.
Part 2
The candidates are given spoken instructions and provided
with a visual stimulus (one or several photographs or
drawings) to form the basis for a task which they carry out
together. First the candidates are asked a question which
focuses on their reaction to aspects of one or more pictures
and they are given a minute to talk about this. This
introductory question gives candidates the chance to
familiarise themselves with the topic and visuals. Candidates
should be made aware that their responses need to go
beyond the level of pure description and contain a
speculative element.
After this, the interlocutor gives the candidates instructions
for a decision-making task. The task is related to what the
visuals represent and there is an audience and context for the
candidates to consider as they work towards a specific
outcome. Candidates should take notice of the title on the
visual sheet, as this will help to remind them of the purpose
of the task. Candidates are expected to interact with one
another and work towards a negotiated completion of the
task.
All classroom discussion in pairs and small groups provides
excellent preparation for this part of the test. Candidates
should be taught to make positive contributions to move the
discussion forward and show a willingness to take turns,
inviting others to speak, listening and responding, as well as
initiating discussion themselves. Candidates should make
sure they are listening attentively, so that they can pick up on
their partners points. In preparing for the Speaking test, it
would be helpful to include activities that encourage students
to express reactions to and opinions about visuals (e.g.
photographs taken from magazines), as well as discussing the
messages portrayed by these visuals.
Part 3
In Part 3, each candidate is given the opportunity to speak for
a longer period of time (two minutes) without interruption.
Each candidate in turn is given a card with a question on it
and there are also some ideas on the card which the
candidates can make use of if they choose. Candidates are
expected to develop the topic and sustain an extended
contribution. They should be able to organise their thoughts
and ideas, and express themselves coherently in appropriate
language. Candidates should pay attention while their partner
is speaking, as they are asked to comment (for about a
minute) after their partner has spoken and a further question
on the same topic is directed to both candidates. Candidates
should be made aware, however, that they should not speak
during their partners long turn.
In preparation for this part of the Speaking test, candidates
would benefit from activities that build up their confidence
for the two-minute long turn. They should focus on
structuring extended contributions, for example, by using
linking, counter-argument and summing up. It would be
PREPARI NG F OR THE S PEAKI NG TES T
Page 104
helpful to time candidates as they speak, as they need a feel
for how long two minutes is.
Following both candidates long turns and follow-up
questions, the interlocutor leads a discussion by asking
questions which further explore the topics of the long turns.
In order to make a fair and accurate assessment of each
candidates performance, the examiners must be given a
reasonable amount of language to assess and this part of the
test gives candidates a final opportunity to show what they
are capable of. Candidates should, therefore, be encouraged
to 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 of
candidates at a centre, the last Speaking test of the session
will be taken by three candidates together instead of two.
The test format, test materials and procedure will remain
unchanged but the timing will be longer: 28 minutes instead
of 19.
Candidates are assessed on their own individual performance
and not in relation to each other. Both examiners assess the
candidates according to criteria which are interpreted at CPE
level. The assessor awards marks according to five analytical
criteria: Grammatical Resource, Lexical Resource, Discourse
Management, Pronunciation and Interactive Communication.
The interlocutor awards a global achievement mark.
Grammatical Resource
This refers to the accurate application of grammatical rules
and the effective arrangement of words in utterances. At CPE
level a wide range of grammatical forms should be used
appropriately and competently. Performance is viewed in
terms of the overall effectiveness of the language used.
Lexical Resource
This refers to the candidates ability to use a wide and
appropriate range of vocabulary to meet task requirements.
At CPE level the tasks require candidates to express precise
meanings, attitudes and opinions and to be able to convey
abstract ideas. Although candidates may lack specialised
vocabulary when dealing with unfamiliar topics, it should not
in general terms be necessary to resort to simplification.
Performance is viewed in terms of the overall effectiveness of
the language used.
Discourse Management
This refers to the candidates ability to link utterances
together to form coherent monologue and contributions to
dialogue. The utterances should be relevant to the tasks and
to preceding utterances in the discourse. The discourse
produced should be at a level of complexity appropriate to
CPE level and the utterances should be arranged logically to
develop the themes or arguments required by the tasks. The
extent of contributions should be appropriate, i.e. long or
short as required at a particular point in the dynamic
development of the discourse in order to achieve the task.
Pronunciation
This refers to the candidates ability to produce easily
comprehensible utterances to fulfil the task requirements. At
CPE level, acceptable pronunciation should be achieved by
the appropriate use of strong and weak syllables, the smooth
linking of words and the effective highlighting of information-
bearing words. Intonation, which includes the use of a
sufficiently wide pitch range, should be used effectively to
convey meaning, and articulation of individual sounds
should be sufficiently clear for words to be easily understood.
Examiners put themselves in the position of the non-specialist
and assess the overall impact of the communication and the
degree of effort required to understand the candidate.
AS S ES S MENT
Page 105
Interactive Communication
This refers to the candidates ability to take an active part in
the development of the discourse, showing sensitivity to turn-
taking and without undue hesitation. It requires the ability to
participate competently in the range of interactive situations
in the test and to develop discussions on a range of topics by
initiating and responding appropriately. It also refers to the
deployment of strategies to maintain and repair interaction at
an appropriate level throughout the test so that the tasks can
be fulfilled.
Global Achievement
This is based on the analytical criteria and relates to the
candidates performance overall.
Typical Minimum Adequate Performance
A typical minimum adequate performance at CPE level can
be summarised as follows:
Develops the interaction with contributions which are
relevant, coherent and of an appropriate length. The range of
grammatical forms and vocabulary is appropriate and used
with sufficient accuracy and precision to deal with the CPE
level tasks. Utterances are conveyed effectively and
understood with very little strain on the listener.
Assessment is based on performance in the whole test, and is
not related to performance in particular parts of the test. The
assessor awards marks for each of the five criteria listed
above. The interlocutor awards each candidate one global
mark.
In many countries, Oral Examiners are assigned to teams,
each of which is led by a Team Leader who may be
responsible for approximately fifteen Oral Examiners. Team
Leaders give advice and support to Oral Examiners, as
required.
The Team Leaders are responsible to a Senior Team Leader
who is the professional representative of Cambridge ESOL for
the Speaking tests. Senior Team Leaders are appointed by
Cambridge ESOL and attend an annual co-ordination and
development session in the UK. Team Leaders are appointed
by the Senior Team Leader in consultation with the local
administration.
After initial training of examiners, standardisation of marking
is maintained by both examiner co-ordination sessions and
by monitoring visits to centres by Team Leaders. During co-
ordination sessions, examiners watch and discuss sample
Speaking tests recorded on video and then conduct practice
tests with volunteer candidates in order to establish a
common standard of assessment.
The sample tests on video are selected to demonstrate a
range of nationalities and different levels of competence, and
are pre-marked by a team of experienced assessors.
MARKI NG
Page 106
CPE
CAMBRIDGE LEVEL 5
Fully 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 extended
discourse 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 and
hesitation, are native-like.
CAE
CAMBRIDGE LEVEL 4
Good 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.
FCE
CAMBRIDGE 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 and
inappropriate 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.
PET
CAMBRIDGE 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 and
assistance by an interlocutor.
KET
CAMBRIDGE 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
CAMBRI DGE COMMON S CAL E F OR S PEAKI NG
Page 107
S PEAKI NG S AMPL E PAPER ( 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, wed 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?
Lets 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, wed 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 to
learn 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 have
achieved?
How ambitious are you?
Candidates
Interlocutor Thank you.
Page 108
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Page 110
S PEAKI NG S AMPL E PAPER ( 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, wed 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?
Wed like to know something about your ambitions. What do you hope to be
doing in 10 years time?
Candidates
Interlocutor Thank you. Now, wed 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
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Page 113
GENERAL
Can candidates write answers on the question paper?
For Papers 1, 3 and 4 candidates may write on the question
paper during the examination, but their notes will not be
marked. Candidates must complete an answer sheet for these
papers, which is then marked and/or scanned. For Paper 2
candidates write in the combined question paper/answer
booklet.
Does it matter if candidates write in pen or pencil?
There are strict guidelines for using pen or pencil, depending
on the paper.
Paper 1 use a pencil to fill in the lozenges
Paper 2 write your answers in pen on the combined
question paper/answer booklet
Paper 3 write in pencil on the answer sheets
Paper 4 write in pencil on the answer sheet
Can I make a copy of the enclosed CD for other
teachers?
Yes, you can copy freely from all the material included in the
Handbook. Its a good idea for all CPE teachers to have their
own copy of the Handbook to use.
How long is the whole exam?
Questions Length
Paper 1 40 1 hr 30 mins
Paper 2 2 2 hours
Paper 3 44 1 hr 30 mins
Paper 4 28 40 minutes
Paper 5 19 minutes
What is the percentage required to achieve a Grade C?
To pass the examination with Grade C it is necessary to
achieve approximately 60% of the total marks available (200).
Must candidates achieve a pass on each paper to pass
the examination?
No. Candidates cannot pass or fail any individual paper. The
candidates grade is based on his or her total score from all
five papers. There are no hurdles or minimum levels of
achievement required. The statement of results gives a profile
of performance in each paper.
Can candidates make notes on the question paper?
Yes, but their notes wont 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; two
marks are given for each correct answer in Parts 2-4. The
total score is then weighted out of a maximum 40 marks for
the whole paper.
If candidates make a mistake in filling in their answer
sheet, is this picked up by the computer?
If they omit a question, the computer accepts the answer
sheet. If they fill in more than one lozenge for a question, the
computer rejects it.
Do questions in the multiple choice task (Part 4) follow
the order of the text?
Yes, with global questions at the end.
What about the danger in Part 3, for example, that if a
candidate makes one mistake, this may have a knock-on
effect on at least one other question?
The statistical analysis produced when material is pretested
shows whether candidates are choosing wrong answers, so
this potential problem can be spotted in advance and
unsuitable 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 pencil
may 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-Between
Brian Moore, The Colour of Blood
Chinua Achebe, Things Fall Apart
The set books for for June and December 2005 are:
Chinua Achebe, Things Fall Apart
J.B. Priestley, An Inspector Calls
Ann Patchett, Bel Canto
COMMON QUES TI ONS AND ANS WERS
Page 114
Why was discursive writing chosen as the compulsory
task?
Discursive writing is a style often required in academic
writing. It also requires a high level of language appropriate
to CPE.
Whats the difference between a report and a proposal?
A report normally focuses on past events, whereas a proposal
is forward looking. For more details, see page 29.
Is there a short story task?
Candidates have the opportunity to use narrative techniques
within task formats such as articles or letters for a magazine.
Is each part worth equal marks?
Yes.
Will supplementary answer paper be provided for
candidates with large handwriting?
Candidates can use the blank pages in the question booklet
to make notes or finish their answers, if necessary.
Supplementary answer paper will also be provided if
necessary.
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); if
one is incorrect, no marks are awarded. (This is also the same
for Paper 4.)
What if the answer is right, but the candidate has
misspelt it?
In Parts 1, 2, 3 and 4 all spellings must be correct. In Part 5
some minor misspellings are allowed, as long as the message
is communicated.
How many changes to the stem word are required in
Part 2?
There can be any number of changes.
In the gapped sentences (Part 3), is there more than one
possible answer for each sentence?
Yes. In each individual gapped sentence there must be more
than one word which can fit the gap. However, there is only
one word which fits the gap in all three sentences.
Can the key word be a different part of speech within
the 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 one
mark, so a candidate may score 0, 1 or 2 marks depending
on the accuracy of the response.
Are contractions (e.g. didnt, wont, etc.) counted as one
word?
No. To count the number of words, the full form should be
taken into account, i.e. didnt = did not = 2 words.
PAPER 4 LISTENING
Is there any background noise on the tape during the
texts?
No. Sound effects may occasionally be used to set the
scene, 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 are
considered to be unnecessarily demanding as far as spelling
is concerned.
How do you guarantee that the different versions are all
equal in difficulty?
For security purposes, there are three versions of the Listening
test in use at each session. As with the other papers, the
material for the Listening tests is pretested in advance, in
order to check that it is suitable in terms of content as well as
levels of difficulty. The tests are put together so as to be equal
in level statistically. After the examination has been taken,
before grading takes place, the Listening test results are
analysed and the average marks gained by candidates in
each test are compared.
PAPER 5 SPEAKING
How many parts of the test are there?
There are three parts: an interview section, a collaborative
task 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 an
uneven number of candidates, the last single candidate
should 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 paired
together. However, where candidates from a number of
different schools are entered at the same centre, some
candidates may find that they are paired with a candidate
from another school. Candidates should check with the
centre through which they are entering for the local
procedure.
Does knowing your partner make it easier or harder to
do well?
There is no evidence to suggest that candidates perform
better in a Cambridge ESOL Speaking test when examined
with someone they know or vice versa. Some candidates feel
relaxed and confident when paired with someone they know,
others may feel inhibited. In both cases, the examiners are
trained to provide equal opportunities for all candidates to
perform to the best of their ability.
What about the mismatching of candidates, e.g. a shy
person with an extrovert?
Examiners are trained to deal with this kind of situation and
ensure no-one is disadvantaged. Everyone has the chance to
show what they can do. However, candidates must
remember that while it is important not to dominate a weaker
candidate, it is vital that they make the best use of the time
available 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 the
Speaking test.
Does it matter if a candidate uses slang or speaks with a
regional UK or other accent?
Slang is acceptable provided that it is used appropriately.
Different varieties of standard English accents, e.g. UK, North
American, 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 and
in December. The dates are published in the Examination
Regulations, 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 Council
Office can give you information about centres where the
examination is taken. You enrol through local centres, and
not through the Cambridge ESOL office in Cambridge. Fees
are payable to the local centre, and these will vary slightly
from place to place.
How do I get my results?
Results are issued to centres approximately six weeks after
the examination has been taken. Certificates are issued about
a month after that.