SPM Speaking

Speaking component of SPM

English
 Key points to focus on during
Speaking training?
Based on what we’ve looked at so far, consider for
a moment what you think are the key aspects you
will need to focus on in the training session before
introducing you to the Speaking test procedure
 SPM Speaking Test Overview
• The Speaking test is taken by all Form 5 students and constitutes
25% of their overall candidate grade (the other papers, i.e.
Reading and Use of English, Listening and Writing also being
worth 25% each).
• The SPM Speaking test is paired format, i.e. 2 candidates take
the tests together.
• There are two examiners present during the test: the Interlocutor
and the Assessor who mark the test in situ.
• The Speaking test has three sections, all aimed at the A2-C1
CEFR range, with a variety of tasks to elicit different types of
spoken language.
• The duration of the test is approximately 13 minutes.
 SPM Speaking test format
The underpinning format of the test is designed to put candidates at ease by
starting off with more support from the examiner and then moving on to be
less controlled, i.e.

Part 2
Part 3
Part 1 Individual long
Discussion task
turn with a
Controlled, short, followed by
listening
individual decision question
candidate
responses and then further
response
discussion task
question

• The test is ‘staged’ so as to allow for different interaction patterns as it

progresses.
• The candidates answer individual everyday questions, and then speak
individually before a paired interactive discussion activity
• The level of interlocutor involvement lessens as the test progresses
• The candidates have more scope to improvise as the test progresses
• The test has been designed to cover both the productive and interactive
aspects of the CEFR.
Part 1 – Example questions
Phase 1
Main questions Back-up prompts

What’s your name? (to both candidates) Should I call you …?

Thank you

Where do you live/come from? (to Candidate A) Do you live in ….?

How do you come to school? (to Candidate B) Do you come to school by…?
 
Phase 2
Now I’m going to ask you about your daily routine.

Main questions Back-up prompts

What do you normally do after you wake up? What is the first thing you do every day?

What do you do when you get home

What do you usually do after coming back from school? from school every day?

What do you do when you have free

How do you spend your leisure time? time?

What do you do on
What do you do on weekends? Friday/Saturday/Sunday?
 
 
 SPM Speaking Test Format
(Part 1)
Task Format Candidate Output
 
Part Interaction Discourse
Input Functions
Pattern Features
Part 1 Interlocutor Interlocutor Responding to Giving factual
  interviews frame questions information about self
Interview candidates provides all (bio data)
  questions for Talking about present
3-4 interlocutor. circumstances
minutes Expressing opinions
Explaining and giving
reasons
Talking about future
plans
Talking about past
experience
Part 2 – Example task
Part 2 – Example frame
SPM Speaking Test Format
(Part 2)
Task Format Candidate Output
 
Part
Interaction Discourse
Input Functions
Pattern Features
Part 2 An individual Spoken rubrics. Sustaining a long Talking about past /
  long-turn task Written prompts turn. present / future
Individual (1 minute) with given in Managing experience.
long-turn a listening candidate discourse: Explaining and giving
task candidate booklet. Coherence/clarity reasons.
  response of message. Expressing and
3-4 minutes question (20 Organisation of justifying opinions.
seconds). ideas. Describing people,
Accuracy and places and situations.
appropriacy of
linguistic
resources.
Part 3 – Example task
Part 3 – Example frame 1
Part 3 – Example frame 2
SPM Speaking Test Format
(Part 3)
Task Format Candidate Output
 
Part Interaction
Input Discourse Features Functions
Pattern
Part 3 Candidates Candidates Turn-taking and Explaining and giving
  discuss a are given a responding reasons.
Discussion task based topic with a appropriately. Exchanging information
task on a mind- central focus Negotiating. and opinions.
  map. Then question and Initiating. Expressing and
4-5 minutes they have a surrounding Developing topics. justifying opinions.
decision ideas to help   Negotiating agreement.
question to them. Making and responding
discuss.   to suggestions.
    Discussing
alternatives.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

A2 SPM Grammar Band 1

Uses some simple
structures correctly, but still
systematically makes
basic mistakes – for
example tends to mix up
tenses and forget to mark
agreement; nevertheless, it
is usually clear what
he/she is trying to say.
Can show sufficient control
of simple grammatical
structures.
SPM Communicative
Competence Band 1
Can make him/herself
understood but may have
pauses and false starts.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

B1 SPM Grammar Band 3

Uses reasonably accurately a
repertoire of frequently used ‘routines’
and patterns associated with more
predictable situations.
Communicates with reasonable
accuracy in familiar contexts; generally
good control though with noticeable
mother tongue influence. Errors occur,
but it is clear what he/she is trying to
express.
• Can communicate with reasonable
accuracy.
• Can show a good degree of control
of simple grammatical structures and
attempt some complex grammatical
structures.
SPM Communicative Competence
Band 3
• Can express him/herself clearly
though there is some hesitation.
• Can ask for clarification and further
details in order to move a discussion
forward.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.
B2 SPM Grammar Band 5

Shows a relatively high • Can communicate with a good degree of

degree of grammatical
control. Does not make
mistakes which lead to
misunderstanding. Has a
good command of simple
language structures and
some complex grammatical
forms, although he/she tends
to use complex structures
rigidly with some inaccuracy.
accuracy.
• Can show a good degree of control of a
range of simple and some complex
grammatical structures.
SPM Communicative Competence Band 5
• Can express him/herself with little
hesitation.
• Can initiate, maintain, develop and close a
conversation with ease.
• Can relate contributions to his/her partner
and negotiate towards an outcome.
Grammatical Accuracy - CEFR and SPM
Compare the CEFR descriptor on the left with the SPM assessment
scales on the right and identify any key words.

C1 SPM Grammar Band 6

• Consistently maintains a high degree of
Consistently grammatical accuracy; errors are rare, difficult to
maintains a high spot and generally corrected when they do occur.
degree of
grammatical
SPM Communicative Competence Band 6
accuracy; errors are
rare and difficult to • Can express him/herself spontaneously with little
spot. obvious searching for expressions.
 Speaking Training Quiz
1. What are the analytical criteria used in assessing candidates?
• Grammar
• Vocabulary
• Communicative Competence

2. Who leads/controls the interaction in Part 3 of the test?

Although the task is set up by the interlocutor, the main interaction is lead/controlled
by the candidates themselves. This is the semi-controlled part of the test, allowing
for some genuine peer-peer interaction.
 Speaking Training Quiz
3. How can the interlocutor react to candidates who need support in
understanding or speaking?
Redirection/support may take the form of:
•repetition of all or part of the rubric
•pointing to a task in the Candidate booklet
•use of a scripted back-up question/prompt.
You can use gesture and/or repetition and any back-up
questions, but you must never deviate from the frame.
4. How can the interlocutor interrupt a candidate or candidates
discreetly when necessary?
Use the “hovering hand” and a firm “Thank you” to interrupt
discreetly and retrieve the task quickly.
 Speaking Examiner roles
The Interlocutor:
• conducts the test by giving instructions and asking the candidates
questions, using the prompts provided to scaffold the test takers’
responses appropriately.
• handles the test materials and ensures each candidate has an equal
opportunity to speak by keeping strictly to the wording of the interlocutor
frame and also the timing for each part of the test.
• awards the candidates a Global Achievement score, using the Overall
Spoken Production scale.
The Assessor:
• takes no part in the exchanges, but observes the test, ensuring he/she
can see and hear the candidates clearly.
• awards the candidates scores according to the Analytical Assessment
Scales.
• completes the answer sheets accurately and fully.
 SPM Assessment Scales
The three analytical criteria are:
• Grammar
• Vocabulary
• Communicative Competence

The interlocutor uses the Overall Spoken

Performance scale

The level of the test is primarily targeting CEFR B1

to B2 with the highest results reported at C1
 Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 1

Can understand Can understand Can understand Can understand
questions and questions and questions and questions and
instructions directed at instructions directed instructions instructions
him/her though will at him/her with directed at directed at
sometimes have to ask ease. him/her with him/her slowly,
for repetition of ease. directly and
Can produce
particular words and repeatedly.
extended relevant Requires very
phrases.
stretches of little prompting Requires
Requires some language with very and support. prompting and
prompting and support. little prompting or support.
support.
 

Band 3  Band 6  Band 5  Band 1

Speaking Scales Sorting Activity
Which is the Band 6 (C1 level), Band 5 (B2 level), Band 3 (B1 level)
and Band 1 (A2 level) descriptor?

OVERALL SPOKEN PERFORMANCE 2

Can give basic Can maintain and Can maintain and Can maintain the
information on develop the develop the interaction by asking
familiar topics interaction by asking interaction, and responding to
using short and responding to compensating for questions and
phrases. questions and gaps in their own suggestions on
suggestions on vocabulary or familiar matters in a
familiar matters using grammar knowledge, simple and direct
longer responses including on abstract way.
despite hesitation and complex topics.
while searching for
patterns and
expressions.

  Band 1  Band 5  Band 6  Band 3

Analytical criteria for Speaking
Band 1 descriptors – A2 level
Communicative
Score Grammar Vocabulary
Competence
Can make him/herself
Can communicate
Can use sufficient understood but may
what he/she is
trying to say. vocabulary to talk about have pauses and false
everyday situations and starts.
Can show familiar topics. Can initiate, maintain
sufficient control of
1 simple grammatical Can mostly convey
and close a
meaning but may use conversation with some
structures.
inappropriate difficulty.
Can use vocabulary or some Can ask for
connectors to link repetition.
clarification when
simple sentences.
necessary.
Analytical criteria for Speaking
Band 3 descriptors – B1 level
Communicative
Score Grammar Vocabulary
Competence
Can communicate with Can express
reasonable accuracy. Can use a range of him/herself clearly
appropriate though there is some
Can show a good
vocabulary to talk hesitation.
degree of control of
simple, and attempt about everyday Can initiate, maintain,
some complex situations and develop and close a
3 grammatical structures. familiar topics. conversation with little
Can form longer Can convey relevant difficulty.
sentences and link meaning but may Can ask for clarification
them together using have errors in and further details in
basic cohesive vocabulary choice. order to move a
devices. discussion forward.
Analytical criteria for Speaking
Band 5 descriptors – B2 level
Communicative
Score Grammar Vocabulary
Competence
Can communicate
with a good degree
Can use a wide range Can express him/herself
of accuracy.
of appropriate with little hesitation.
Can show a good vocabulary to give and
Can initiate, maintain,
degree of control of exchange views on a
develop and close a
a range of simple
5 and some
wide range of familiar conversation with ease.
topics.
complex Can relate
grammatical Can convey relevant contributions to his/her
structures. meaning with good partner and negotiate
vocabulary choice. towards an outcome.
Can use a range of
cohesive devices.
Analytical criteria for Speaking
Band 6 descriptors – C1 level
Communicative
Score Grammar Vocabulary
Competence
Consistently
Can use a wide range Can express
maintains a high
him/herself
degree of grammatical of appropriate
vocabulary to give and spontaneously.
accuracy.
exchange views on a Can initiate, maintain,
Has a good command wide range of
develop and close a
of a wide range of abstract, complex conversation with
6 grammatical and unfamiliar topics. ease.
structures.
Can convey specific Can relate
Can use a wide range differences in
contributions skilfully
of organisational meaning through and effectively to
patterns, cohesive appropriate choice of those of his/her
devices and vocabulary. partner.
connectors.
Thank
you!