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.Describing pictures alone will not give candidates the opportunity to show theirlinguistic capabilities.Candidates should be aware that long silences and frequent pauses, particularly inPart 2, will diminish their opportunity to perform well.Even if candidates have fewideas, they should be prepared to comment on what the examiner has asked them, orwhat their partner has said, and 'think aloud' rather than say nothing or very little.Students should be encouraged in class to practise a variety of paired or groupactivities.Familiarity with the format of the Speaking Test usually helps candidatesgive a more effective performance.Candidates must be made aware that attempts to dominate the test, e.g.by not givingtheir partner an opportunity to speak, will be penalised; this will not be regarded byexaminers as advanced spoken proficiency.Candidates should show sensitivity tothe norms of turn-taking and should respond appropriately to each other's utterances,not cut across what their partner is saying, or interrupt impolitely.Candidates who find themselves paired with reticent partners are advised to try todraw out their partners by trying to include them in the conversation and creatingopportunities for their partner to speak:e.g. And what do you think? What about you? Have you any suggestions?However, candidates should be made aware that over-rising intonation when askingmore personal questions, particularly in Part 1, can often sound aggressive andinterrogating.Candidates would benefit from practising asking questions in a non-intimidating and encouraging manner with appropriate intonation patterns.Candidates should also be advised to speak clearly and loudly enough for theexaminers to hear them, especially when looking at visual stimuli they are asked totalk about in Part 2 and particularly during the collaborative task in Part 3.Examinerscannot assess candidates they cannot hear.Candidates are assessed on their own individual performance according to theestablished criteria and are not assessed in relation to each other.Candidates arenever penalised because they have difficulty in understanding their partner and soshould ask for clarification rather than remain silent.However, candidates should notinterrupt their partner to ask for clarification in Part 2, the long turn , where interruptionwould deprive their partner of the chance to speak for about one minute.Finally, candidates should not be afraid to ask for repetition and clarification if theyhave not heard or fully understood what the examiner has said.However, candidatesshould not need to ask the examiner to repeat everything and should make everyeffort to follow the examiner s instructions as they are given.UCLES 2001 0150/015129 DOs and DON Ts for CAE PAPER 5 SPEAKINGDO take up every opportunity to show what you are linguistically capableof.DO try to produce an extended sample of language for the examiner toassess your lexical and grammatical knowledge, and your ability to linkyour ideas.DO listen carefully to the instructions you are given, and try to rememberwhat you have to do, and include each point in your attempted task.DO show sensitivity to turn-taking and respond appropriately to yourpartner s and the examiner s utterances.DO speak clearly and loudly enough for both examiners to hear you,especially in Parts 2 and 3.DON T merely repeat what you have already said, or constantly echo whatyour partner has said.DON T indulge in long silences and frequent pauses, especially in Part 2.DON T cut across what your partner is saying or interrupt impolitely.DON T use over-rising intonation when asking more personal questions,particularly in Part 1, as it can often sound aggressive andinterrogating.DON T be too worried or nervous about the Speaking Test; you may evenenjoy it!UCLES 2001 0150/015130 CAE Examination Report December 2000We are interested in hearing your views on how useful this report has been.We would be most grateful if you could briefly answer the following questions andreturn a photocopy of this page to the following address:UCLESEFLReports Co-ordinator1 Hills RoadCambridgeCB1 2EUFax: 44 1223 4602781.Please describe your situation (e.g.EFL teacher, Director of Studies,Examinations Officer, Local Secretary).2.Have you prepared candidates for CAE? YES/NO3.Do you plan to prepare candidates for CAE in the future? YES/NO4.How have you used this report (e.g.to provide feedback to other teachers, forexamination practice, etc.)?5.Which parts of this report did you find most useful?6.Which parts are not so useful?7.What extra information would you like to see included in this report?8.(Optional) Your name.Centre.Thank you.UCLES 2001 0150/015131
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