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Success in C1 Advanced: SpeakingPreparation tips and strategies
Webinar for Estonian teachers
Summer / Autumn 2019
Simona Petrescu
Assessment Services
Cambridge Assessment English
C1 AdvancedKey facts
4 papers:•Reading (+ Use of English)•Writing•Listening•Speaking
Overall length: about 4 hoursCambridge English Scores: 180-199
Extended certification
Scores: 180-210 – results + C1 Advanced certificate
•200-210 (grade A) – C1 Advanced certificate with CEFR C2 level certified
Scores: 160-179 – results + B2 (not B2 First!) certificate Scores: 142-159 – results, no certificate
Typical challenges
Reading & Listening
Retrieving meaning
Paraphrasing
Collocations, chunks
Writing
Organisation
Language
Speaking
Managing discourse
Interacting effectively
15 minutes per pair of candidates2 examiners4 partsA variety of interaction formats and topicsPrompts: examiner questions, pictures & printed questions, spider maps
Speaking
Overview of Speaking task formatsPart Text type Task format Challenge?1 Conversation Interview
(Interlocutor, each candidate)
2 Individual long turn
3 Collaborative task
4 Discussion
Overview of Speaking task formatsPart Text type Task format Challenge?1 Conversation Interview
(Interlocutor, each candidate)
Giving personal information, naturally
2 Individual long turn
3 Collaborative task
4 Discussion
Overview of Speaking task formatsPart Text type Task format Challenge?1 Conversation Interview
(Interlocutor, each candidate)
Giving personal information, naturally
2 Individual long turn 1-minute speech on 2 photographs selected out of 3 on the same topic
Generate ideas fast, coherent presentation, spotting underlying contrasts
3 Collaborative task
4 Discussion
Overview of Speaking task formatsPart Text type Task format Challenge?1 Conversation Interview
(Interlocutor, each candidate)
Giving personal information, naturally
2 Individual long turn 1-minute speech on 2 photographs selected out of 3 on the same topic
Generate ideas fast, coherent presentation, spotting underlying contrasts
3 Collaborative task Decision-making task, written stimuli
Natural and effective interaction
4 Discussion
Overview of Speaking task formatsPart Text type Task format Challenge?1 Conversation Interview
(Interlocutor, each candidate)
Giving personal information, naturally
2 Individual long turn 1-minute speech on 2 photographs selected out of 3 on the same topic
Generate ideas fast, coherent presentation, spotting underlying contrasts
3 Collaborative task Decision-making task, written stimuli
Natural and effective interaction
4 Discussion Interlocutor joins in; expands Part 3 topic
Develop discussion beyond Part 3 task
Use the language resources you knowProduce speech that makes a point and flowsOrganise ideas and signal their flow with proper reference devicesInvolve and interactUse survival strategies
Speaking competencesShowing a range
Doesn‘t matter if it‘s true, just speak
Grammatical ResourceLexical ResourceDiscourse ManagementPronunciationInteractive Communication
How is Speaking assessed?
Grammar & vocab not per
se!
Grammar, Vocab
Accuracy
Range
Control & flexibility
DiscourseMngmt
Extent, hesitation
Relevance
Cohesivedevices
Pron
Sounds
Intonation
Stress
Interactive Comm
Initiatingresponding
Developinginteraction
Linking contributions
The marking criteria: which does this statement refer to?
I can‘t follow her properly! Shearticulates words accurately,
but somehow her speech rollsflatly and I need to think about
what she means.
Pronunciation (sentence stress, or intonation)
I‘m sure her languageresources are appropriate, but
I just can‘t get more thanmonosyllabic answers from
her!
Discourse management (extent)
He develops his ideas but hishesitation is putting a strain on
the listener.
Discourse management(hesitation)
Her monosyllabic answers areputting her partner in difficultyand the discussion is coming
to a halt.
Interaction (initiating & responding, maintaining &
developing interaction)
He repeatedly says „and whatever“, probably because
he doesn‘t have enoughlanguage resources to
express his ideas.
Discourse management OR(Grammar and) Vocabulary
Both candidates seem tospeak in turns during Part 3.
Interaction (responding, developing interaction)
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
GRAMMATICAL RESOURCE LEXICAL RESOURCE DISCOURSE MANAGEMENT PRONUNCIATION INTERACTIVE COMMUNICATION
C1 Advanced: Speaking grade averages (2017-18)
Strongest area: interactive communicationWeakest area: grammatical resourceGrade averages – balanced, but „averages“: marks under grade 3
Some insights
To be successful in Speaking, students will need to be able to…
Expand answersSpeak for 1 minute coherently, answering the questionInteract naturally; interaction is not just initiating and talking, but also listening and respondingDevelop the discussionAsk for clarification if neededNot panic
• Prepare to answer questions about own routines (not easy!)• Train the one-minute speech• Prepare for aspects to address on photos (place, time of day,
people, activities etc)• Practise responding, not just initiating• Practise opinions on wide range of topics• Don‘t parrot!
SpeakingStrategies and tactics for preparation
Practise answering typical questions (provide personal info and opinions)Don‘t encourage learning answers or chunks by heartPractise answers that are „just the right“ lengthRole-play socialising and meeting people; „speed-dating“Activities requiring students to „think on their feet“, e.g. launching questions to class and singling out various students to answer on the spotPractise survival strategies, e.g. gaining time, verbalising hesitation
Preparation ideas for Part 1
Students stand in 2 parallel lines in the class, each facing a partner. One line is student A, the opposite is student B. They are given one question, e.g. What‘s your best holiday memory?
Student A asks student B. Student B talks for one minute (you are the time-keeper). Student A can add follow-up questions, e.g. Why? Then they switch roles.
When both A and B have spoken, each student A takes one step to their right, so as to face a different partner (the student standing next in line). They repeat the procedure as a drill.
Students stand in 2 parallel lines in the class, each facing a partner. One line is student A, the opposite is student B. They are given one question, e.g. What‘s your best holiday memory?
Student A asks student B. Student B talks for one minute (you are the time-keeper). Student A can add follow-up questions, e.g. Why? Then they switch roles.
When both A and B have spoken, each student A takes one step to their right, so as to face a different partner (the student standing next in line). They repeat the procedure as a drill.
Do timed practice – increasing strictnessStudents record themselves while delivering; use digital tools e.g. Flipgrid (https://info.flipgrid.com/)Encourage discussion of individual photos – to dive inDrill contrasting statements with suitable links, e.g. in picture one…, whereas picture 2 shows…Use good photos for a variety of practice types: lexical diversity, linking devices, fluency to cover 30 seconds etc., discussion of aspects in the photo etc.
Preparation for Part 2Classroom ideas
Visual stimulus for synonyms
Pinpointing lexical precisionFruit classification (adjectives)
flavour: bitter, juicy, sharp, sour, watery
effect: chewy, fibrous, pulpy, soft, tender
Extreme emotions (nouns)
anger – fury, rage
fear – dread, terror
surprise – astonishment, incredulity
Drill functional language (agree / disagree, make a suggestion etc.); provide functional language box together with taskPractise responding; rephrasing what the partner has said, e.g. I think the decisions related to career are very challenging for people our age. – Yes, I guess you‘re right, it‘s the time of life when picking a career is an important step to take.Role-play various types of interaction: interview, student B draws out and supports student A, both students work equally towards completing the task, student A needs to just listen etc.
Preparation for Part 3Classroom ideas
The best way to make friends around here / in this country is ………………………….
The best holidays are ………………………
Team sports are more beneficial for teenagers than individual ones, because …………….
Being a famous person is everyone’s dream, but ………………………………….
When learning a foreign language it’s most helpful to ……………………………………
You must link!
Example: (Student 1) When learning a foreign language it’s most helpful to spend time in the country where it is spoken.
(Student 2) But if it’s not convenient to do so, you can simply take a course.
(Student 3) A course can be expensive and inconvenient too, so why not just learn on your own with online resources?
(Student 4) Yes, or you can also find someone who can teach you on the internet.
Example: (Student 1) When learning a foreign language it’s most helpful to spend time in the country where it is spoken.(Student 2) I also think that spending time in the country helps a lot, but I think it’s not always easy to do so. So after all you might just have to take a course.(Student 3) Indeed, a course could be a practical solution. But what about finding an online partner for a tandem?
Start by acknowledging:
Discuss current issues – make sure students have background knowledge and opinionsPractise giving opinionsPractise unexpected, blitz questionsEncourage to connect their statements to what has been said
Preparation for Part 4Classroom ideas
Topic: Language learningDo you think it’s better to know one foreign language really well, or three or four less well? (Why?)Would the world be a better place if everyone spoke English? (Why? / Why not?)Etc.Topic: Careers and professionsWhat kinds of jobs do you think deserve the highest salaries? (Why?)In what ways do you think the current generation’s working lives are likely to be different from those of their parents and grandparents?Etc.
Single out students randomly for each question:
Topic: Rural versus urban lifeHow would life in a modern megacity differ from life in an ordinary city or large town? (Why?)How different are holidays in the countryside from those in a city? (Why?)Topic: TechnologyHow do you think technology will develop in the future? (Why?)How do the attitudes of older and younger generations towards technology differ? (Why?)Which technological development do you think has had the most positive effect on society? (Why?)
Single out students randomly for each question:
Tips for success in the Speaking test
Compare & contrast photos, not describe Spot highlights (theme, scene, actors, activities)
Choose the „right“ pictures to compare Rehearse the 1 minute
Interact genuinely Body language Listen & respond before initiating No ping-pong
Articulate: think aloud If familiar with the partner, forget your shared knowledge
Preparation: resources
Free materialswww.cambridgeenglish.org
2 free sample tests (Handbook for Teachers)
https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/
• Download audio files
• Search for lesson plans by skill
• Guide on assessment (Writing, Speaking)
https://www.youtube.com/user/cambridgeenglishtv
Speaking test videos, official comments
Free materialswww.cambridgeenglish.org
2 free sample tests (Handbook for Teachers)
https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/
• Download audio files
• Search for lesson plans by skill
• Guide on assessment (Writing, Speaking)
https://www.youtube.com/user/cambridgeenglishtv
Speaking test videos, official comments
Cambridge University Press
What are the next steps?After CEPT results
Mock Test
• C1 Advanced (Handbook)• If possible, all papers; average 65%
Diagnosis
• Identify weak areas• Decide on which exam session
Work
• Next session: practice tests• Spring session: practice tests with language
revision / remedial work
