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DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Developing turn-taking skills in Cambridge English Speaking tests - 27th May 2017 By Fernando Capó
Handout 1: CEFR descriptors for spoken interaction
Match the CEFR descriptors below with the levels A2, B1, B2 and C1.
Level CEFR descriptors
1)
______
Can express him/herself fluently and spontaneously, almost effortlessly. Has a good
command of a broad lexical repertoire allowing gaps to be readily overcome with
circumlocutions. There is little obvious searching for expressions or avoidance strategies;
only a conceptually difficult subject can hinder a natural, smooth flow of language.
Can select a suitable phrase from the readily available range of discourse functions to
preface his/her remarks appropriately in order to get the floor, or to gain time and keep the
floor whilst thinking.
2)
______
Can use language fluently, accurately and effectively on a wide range of general,
academic, vocational or leisure topics, marking clearly the relationships between ideas.
Can communicate spontaneously with good grammatical control without much sign of
having to restrict what he/she wants to say, adopting a level of formality appropriate to the
circumstances.
Can intervene appropriately in discussion, exploiting appropriate language to do so. Can
initiate, maintain and end discourse appropriately with effective turn-taking, though he/she
may not always do this elegantly. Can use stock phrases (e.g. ‘That’s a difficult question
to answer’) to gain time and keep the turn whilst formulating what to say.
3)
______
Can communicate with some confidence on familiar routine and non-routine matters
related to his/her interests and professional field. Can exchange, check and confirm
information, deal with less routine situations and explain why something is a problem. Can
express thoughts on more abstract, cultural topics such as films, books, music, etc.
Can intervene in a discussion on a familiar topic, using a suitable phrase to get the floor.
Can initiate, maintain and close simple face-to-face conversation on topics that are
familiar or of personal interest.
4)
______
Can interact with reasonable ease in structured situations and short conversations,
provided the other person helps if necessary. Can manage simple, routine exchanges
without undue effort; can ask and answer questions and exchange ideas and information
on familiar topics in predictable everyday situations.
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Can use simple techniques to start, maintain or end a short conversation. Can initiate,
maintain and close simple, face-to-face conversation. Can ask for attention.
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Handout 2: Cambridge English Speaking test components Tick the boxes next to the tasks in each of the Speaking tests which involve using
turn-taking skills.
Exam Exam tasks Turn-taking needed?
Cambridge
English: Key
Part 1
Each candidate interacts with the interlocutor. The
interlocutor asks the candidates questions. The
interlocutor follows an interlocutor frame to guide the
conversation, ensure standardisation and control the
level of input.
Part 2
Candidates interact with each other. The interlocutor sets
up the activity using a standardised rubric. Candidates
ask and answer questions using prompt material.
Cambridge
English:
Preliminary
Part 1
Each candidate interacts with the interlocutor. The
interlocutor asks the candidates questions in turn, using
standardised questions.
Part 2
Simulated situation. Candidates interact with each other.
Visual stimulus is given to the candidates to aid the
discussion task. The interlocutor sets up the activity
using a standardised rubric.
Part 3
Extended turn. A colour photograph is given to each
candidate in turn and they are asked to talk about it for
approximately one minute. Both photographs relate to
the same topic.
Part 4
General conversation. Candidates interact with each
other. The topic of the conversation develops the theme
established in Part 3. The interlocutor sets up the activity
using a standardised rubric .
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Cambridge
English: First/
Advanced
Part 1
A conversation between the interlocutor and each
candidate (spoken questions).
Part 2
An individual long turn for each candidate with a
response from the second candidate. In turn, the
candidates are given a pair of photographs to talk about.
Part 3
A two-way conversation between the candidates. The
candidates are given spoken instructions with written
stimuli, which are used in discussion and decision-
making tasks.
Part 4
A discussion on topics related to the collaborative task
(spoken questions).
Cambridge
English:
Proficiency
Part 1
Conversation between the interlocutor and each
candidate (spoken questions).
Part 2
A two-way conversation between the candidates. The
candidates are given instructions with written and visual
stimuli, which are used in a decision-making task.
Part 3
An individual 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. The interlocutor leads a discussion to explore further
the topics of the long turns.
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Handout 3: Interactive Communication at different levels
Discuss in your groups and add some ideas in the table of the kind of turn-taking
skills students would need to have, and the language they may use in order to fulfil
the assessment criteria for Interactive Communication at each level.
A2 level (Cambridge English: Key)
Maintains simple exchanges, despite some
difficulty. Requires prompting and support.
B1 level (Cambridge English:
Preliminary)
Initiates and responds appropriately. Keeps
the interaction going with very little
prompting and support.
B2 level (Cambridge English: First)
Initiates and responds appropriately.
Maintains and develops the interaction and
negotiates towards an outcome with very
little support.
C1 level (Cambridge English: Advanced)
Initiates and responds appropriately, linking
contributions to those of other speakers.
Maintains and develops the interaction and
negotiates towards an outcome.
C2 level (Cambridge English:
Proficiency)
Interacts with ease, linking contributions to
those of other speakers. Widens the scope
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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of the interaction and negotiates towards an
outcome.
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Handout 3: Interactive Communication at different levels (key)
A2 level (Cambridge English: Key)
Maintains simple exchanges, despite
some difficulty. Requires prompting
and support.
Can use questions to start a conversation,
e.g. Do you like …?
Can use an appropriate phrase to close a
conversation, e.g. I think that’s all.
Can ask for repetition, e.g. Can you repeat
that, please?
B1 level (Cambridge English:
Preliminary)
Initiates and responds appropriately.
Keeps the interaction going with very
little prompting and support.
Can ‘get the floor’, e.g. I agree with you and I
also think …
Can start and close conversations, e.g. What
do you think about that?
Can ask for clarification/elaboration, e.g.
Could you repeat what you just said, please?;
What else did you enjoy about … ?
B2 level (Cambridge English: First)
Initiates and responds appropriately.
Maintains and develops the interaction
and negotiates towards an outcome
with very little support.
Can reach a decision through negotiation,
e.g. So let’s decide …
Can use expressions to gain time, e.g. That’s
an interesting question.
Can confirm understanding and invite others
in, e.g. I see what you mean; Do you agree
with me that …?
C1 level (Cambridge English:
Advanced)
Initiates and responds appropriately,
linking contributions to those of other
speakers.
Maintains and develops the interaction
and negotiates towards an outcome.
Can initiate, maintain and end turns
elegantly, e.g. To my mind, it’s a difficult
issue because …
Can interrupt politely, e.g. Could I just say
something at this stage?
Can use appropriate language for agreeing
and disagreeing, e.g. I couldn’t have put it
better myself; Shall we agree to disagree?
C2 level (Cambridge English:
Proficiency)
Interacts with ease, linking
contributions to those of other
speakers. Widens the scope of the
interaction and negotiates towards an
outcome.
Can link contributions easily to other
speakers, e.g. I’d just like to pick up on
something you said earlier about …
Can negotiate and manage a discussion with
ease, e.g. When you said that … would you
also agree that … and were you maybe also
implying that …
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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KET Part 2 Q&A
Worksheet: Air museum
----------------------------------------------------------------------------------------------------
Put the words in the right order to make five questions you could ask about the
museum.
1) can at museum the What I see ?
___________________________________________________________________
2) weekend open at Is the it ?
___________________________________________________________________
3) ticket much student is How a ?
___________________________________________________________________
4) car Is a park there ?
___________________________________________________________________
5) there I Can postcard a buy ?
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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___________________________________________________________________
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Worksheet: Bookshop
----------------------------------------------------------------------------------------------------
Complete the questions about the bookshop with the missing words.
1) What ________ the address of the bookshop?
2) ________ the bookshop big or small?
3) ________ it closed on Sundays?
4) ________ it sell travel books?
5) What ________ the telephone number?
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PET Part 2
Ideas to improve seaside town all year round
Two steps to improve interaction:
1. Preparation/Braimstorming
Make students brainstorm ideas on seaside town: • Beach
• Entertainment • Food/places to eat • Parking space
• Activities for the family
• Shopping
2. Students have to bring each other into the conversation by using these
questions:
What do you think about this?
What’s your opinion on this?
How do you feel about this?
Do you agree/disagree?
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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FCE Part 3: SECRET TASKS
CANDIDATE A
You must do this during part 3
Disagree
Ask for clarification
Interrupt
Make a comment
CANDIDATE B
You must do this during part 3
Ask for more information/details
Answer a question with another question
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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Interrupt
Agree
CAE Part 4: Buying time
1) Here are some expressions we use to buy time in English. This means that the
person we are talking to knows that we haven’t finished what we want to say.
Well, …
Well, that’s an interesting
question. Let me think about that
…
I mean ...
… you know ...
Mmm ...
Er ...
Um ...
in fact, …
the thing is ...
it’s, like, easy to .../I don’t, like,
know whether …
aaannddd …/ssssoooo … (saying
words slowly)
2) Now watch Maude and Raphael doing part of the collaborative task in the
Cambridge English: Advanced Speaking test. Tick the expressions above that
you hear.
Maude: Mmm … I think people have to think about, well, first the students have to …
Maude: Aanndd … Students and parents have to think about money because in
some countries university is, um, free …
Raphael: I think you have also to, um, choose the right university for, um, like, where
you ...
Raphael: Umm and, well, when you start a family …
3) Work in groups of three to discuss this task. Try to use some ‘buying time’ expressions.
DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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DEVELOPING TURN-TAKING SKILLS IN CAMBRIDGE ENGLISH SPEAKING TESTS
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CAE Part 3: Buying time and commenting
Ask students to answer by buying time and adding comments to what their partners
answer.