Speaking Test Rubric: SWP 4 CAE - Term 2 // start; 12:30 PM – Mon & Wed, May 28th & May

30th.

Total Timing 14-15 minutes / Term 1; All 4 parts / 75%

PROCEDURES:

1. No tolerance for late arrivals, no switching turns either, cell phones OFF.
2. Be pending of your turn.
3. People waiting turn: You can´t come in the classroom for no reason. Make sure you take all your things when you leave the classroom, otherwise you
will have to wait until the end of the day.
4. Let your evaluator (teacher) lead the test: pay attention to all instructions
5.

TEST DETAILS

Part Timing Schedule Marks

Speaking 14 -15 min See plan and rubric 4 Speaking Tasks:

P1 Interview
P2 Picture assessment & crossed-reference qst
P3 Discussion & agreement
P4 Three-way conversation

Aspects: Grammar, Vocabulary, Discourse Management, Pronunciation, Interactive

Communication and Global Achievement.
All 4 aspects are graded from 5 to 0 except for “G”.
ASPECTS:
A Grammar 10 pts
B Vocabulary 10 pts
C Discourse Management 10 pts
D Pronunciation 10 pts
E Interactive Communication 10 pts
G Global Achievement: 25 pts (all 5 aspects, with 5 points each X 5).

P1 P2 P3 P4 GA Total: 75 marks
2.5 3 2 2.5 5X5
2.5 3 2.5 2 -
2.5 4 3 3 -
2.5 2.5 2 2 -
2.5 - 3 3 -
12.5% 12.5% 12.5% 12.5% 25%

TEST HINTS & PRACTICE: First and foremost, it is your test, the worst you can do is remain just expectant and silent. It is better to be “thanked”. Avoid being
repetitive and remember, that you are there to show your best skills, both in form (grammar) and communication (meaning), you are not being criticized.

For your grammar, try to use a wide variety of tenses, but remember a wide range of vocabulary can also make it for C1.

P1 Interview: you must provide answers of 15-20 sec of length.

- Tips and simple answers: https://www.flo-joe.co.uk/cae/students/speaking/cae_speaking_part_one.htm // https://www.caeexamtips.com/blog/common-
questions-at-cae-speaking-test-part-1 //
- Sample speech for CAE´s speaking part 1: https://www.youtube.com/watch?v=1zzspaNk5Ro // https://www.youtube.com/watch?v=CvkmXC6pwyo
- Sample Questions & Practice: https://deesite.wordpress.com/2014/11/20/cae-sample-questions-for-paper-5-speaking-part-1/
// https://www.eslconversationquestions.com/english-conversation-questions/topics/ // https://conversationstartersworld.com/250-conversation-starters/

P2 Picture assessment & crossed-reference question: you have 1 minute (individually) for this assessment and after some 15 seconds for the cross-reference
question (the one based on your partner´s assessment).
1. Select those 2 images (pictures) the will give you more chances to compare and express yourself.
2. Keep in mind that you have also 2 questions to answer; so, include the questions as you compare the images from the start.
3. And most importantly, use modals to facilitate your speculative view (from the start), avoid pointing out too obvious facts.
- Tips: https://www.caeexamtips.com/speaking2/ // https://www.flo-joe.co.uk/cae/students/speaking/cae_speaking_part_two.htm
- Sample speech for CAE´s speaking part 2: https://www.youtube.com/watch?v=3fDrze2v1Kk // https://www.youtube.com/watch?v=ZZ0_YN2NPA4
- Useful language: http://sciaga.pl/tekst/75447-76-useful_phrases_for_speaking_paper_fce_cae_cpe // https://freeenglishlessonplans.com/2015/03/11/cae-
speaking-phrases/ // https://www.lessonplansdigger.com/wp-content/uploads/2015/06/Speaking-Part-2-Places_Expressions.pdf
- About speculating: https://quizlet.com/225709548/cae-speaking-part-2-three-pictures-flash-cards/
- Practice: https://deesite.wordpress.com/2014/11/22/picures-for-speaking-part-2-cae-book-4/ //
https://www.lessonplansdigger.com/wp-content/uploads/2015/06/Speaking-Part-2-Places.pdf // https://www.greenwichcollege.edu.au/cambridge-cae-
speaking-task-1 //
From an old CAE version, a multi-image task (select 2 images at a time from each task ) https://www.slideshare.net/iccic/cae-prac-parts34

Practice for Part 1 & 2 together:

https://es.slideshare.net/iccic/ex-501-parts-12-books-3amp4?qid=fd37c0aa-212e-4bae-9ac4-0fb8b03e7cd8&v=&b=&from_search=36
P3 Discussion & agreement: you have 2 minutes to interact (as a pair) and 1 additional minute to take and make a decision.
- Avoid “monologuing”, take turns, cut in (if necessary), and do not extend any comment for longer than 15-20 seconds.
- Use (turn –taking) questions to take turns (How about you? What do you think? Don´t you think so?).
- Introduce your points in form of opinions or speculations (I guess, maybe).
- And most importantly, do not “decide” when you are interacting.
Sample speech for CAE´s speaking part 3: https://www.youtube.com/watch?v=9stzlxslrXE
Useful language: https://freeenglishlessonplans.com/2016/03/10/cae-speaking-part-34-phrase-worksheet/

P4 Three-way conversation: you have 4-5 minutes to answer to one question individually, to express your opinion about what your partner explains in his
question and a final moment for interaction.
- For your individual question, use between 30 and 40 sec to EXPAND your answer.
- As your partner is answering to his question, pay attention, as you MUST base your answer on his comment. WARNING: bear in mind that it is not you
answering to the same question, but giving your opinion about your partner´s answer. Now, that retort/comment should not be longer than some 15-20
seconds.
- In your final question for interaction, do it as vividly and active as possible.
Tips & useful language: https://www.caeexamtips.com/speaking4/ // https://www.fceexamtips.com/articles/fce-speaking-test-part-4-useful-phrases
Sample speech for CAE´s speaking part 4: https://www.youtube.com/watch?v=Z2aJxW-p-rU

Practice for Part 3 & 4 : https://es.slideshare.net/iccic/prac-adv-july-parts-34-global?qid=fd37c0aa-212e-4bae-9ac4-0fb8b03e7cd8&v=&b=&from_search=47 //

https://es.slideshare.net/iccic/prac-adv-parts-34-book-1-cengage?qid=fd37c0aa-212e-4bae-9ac4-0fb8b03e7cd8&v=&b=&from_search=29 //
https://es.slideshare.net/iccic/ex-adv-july-parts-34-global?qid=fd37c0aa-212e-4bae-9ac4-0fb8b03e7cd8&v=&b=&from_search=35 //

Cambridge English: Advanced (from 2015), Raphael and Maude: https://www.youtube.com/watch?v=5nGESyDgmdw

CONSIDER THE FOLLOWING ASPECTS AS A FORMALITY FOR YOUR TEST:

Attitude towards the test

Emotional Posture
Friendly, eager and relaxed Relaxed
Serious, calm and relaxed Upright
Serious and nervous Slump/Slouch
Uneasy, nervous and stressed Sunk-into/Curled-into/up
Panicky, sweating Folding arms
Serious and Dull Leaning Forward
Distracted and uneasy Reclined / Crotch-displayed

LINGUISTIC DESCRIPTORS

Fluency and coherence Pronunciation Lexical resource Grammatical range and accuracy

Fluency: Basic word pronunciation Vocabulary Range Accuracy

a. Speed of speech Effective – Normal - Lacks - Low Wide – Normal – Some Lacks - Poor Effective – Regular - Confusing – Lacks –
Inaudible diction – Effective - Normal – Linked speech sounds Vocabulary Accuracy Simplistic
Certain lack – Slow Effective – Normal – Faltered - Omitting Effective – Regular - Confusing – Lacks – Range
b. Length of answer Correct sentence stress Simplistic Wide – Normal – Some Lacks - Poor
Effective – Long - Regular – Short Effective – Normal – Gaps – Flat Ability to explain yourself when you
c: Pausing correctly Correct use of intonation (rising and do not have the right word
Effective – Hesitant – Overusing pause Effective – Confusing – Unable
falling)
fillers – Silent
Cheerful
Coherence: Formal, but rather dull
a. Expand your answers: Broken
Appropriate & connected Question pitch
Regular discourse management
General
Redundant & Disconnected
Slips
Poor & isolated (listing points)
Mistakes
b. Answer the questions directly:
Effective – Wordy – Vague – Straying out Errors
c. Add relevant detail to explain or Diction
illustrate your answers: Crushing sounds – Murmuring –
Not explained Omitting - Other:
Excessive use of Examples
Not conclusive
Connect your sentences by using tenses
and connectors
Effective & sophisticated
Normal - With Lacks – Poor linking
 GENERAL DESCRIPTORS

Overall 75% Scale Descriptors

RANGE PRECISION LINKING IDEAS ACCURACY FLUENCY LINGUISTIC
Under monitor 30 - 35 B2C I have a sufficient I can explain the main I can use connecting I can communicate with I can express myself I can use uncomplicated
range of language points relating to an words to link sentences reasonable accuracy in relatively easily when language: simple and
to describe unusual idea, problem, or into a coherent familiar contexts, talking freely and keep the some perfect tenses, and
and predictable argument with sequence, though there though with noticeable conversation going conditionals 0 and 1.
situations and to reasonable precision. may be “jumps” influences from my effectively without help, Yet, I make important
express my mother tongue. despite occasional pauses elemental mistakes
thoughts on to plan and correct what I without self-correcting
abstract or cultural am saying. them.
as well as everyday
topics (such as
music, films).
Monitor 1 36 - 39 B2B I have a sufficient I can explain the I can link what I say or I can communicate with I can produce stretches of I can sustain appropriate
range of vocabulary details of an event, write into clear, well- reasonable accuracy language with a fairly even language: simple and
to vary formulation idea or problem organized text, though I and can correct tempo; although I can be perfect tenses are easy
40 - 44 B2A and avoid repetition reliably. may not always do this mistakes if they have hesitant as I search for to apply. I can use
when expressing smoothly so there may led to expressions, there are few conditionals 0, 1 and 2
myself on matters be some “jumps.” misunderstandings. noticeably long pauses. and add some relative
connected to my clauses.
field and on most Yet, I may make mistakes
general topics. in my participles;
however, I can self-
correct them.
Monitor 2 45-54 C1C I can express myself I can focus my I can use a variety of I can maintain good I can communicate I can choose different
clearly and without attention effectively linking words efficiently grammatical control. I fluently and ways of saying things: I
55-59 C1B much sign of having on how I formulate to mark clearly the may sometimes make spontaneously, even when have no problem with
to restrict what I things, in addition to relationships between mistakes but I can talking at length about any perfect tense or with
want to say. I can expressing the ideas. correct them complex subjects conditionals and I use a
reformulate ideas message. afterwards. fair, balanced passive
in different ways to voice speech when it is
ensure people necessary and relative
understand exactly clauses, as well.
what I mean. Yet, sometimes I get
wordy.
Proficient User 61-65 C1A I have a good I can formulate I can produce clear, I maintain a high degree I can express myself I can use language
command of a statements in a very well-structured Speech. of grammatical control fluently and flexibly and
broad vocabulary. I precise manner in in speech. spontaneously, except appropriately, adjusting
do sometimes have order to indicate my occasionally, when my expression
to search for degree of agreement, speaking about a depending on the
expressions but can certainty, concern, conceptually difficult context.
then find satisfaction, etc. subject.
alternatives to
express what I want
to say.

CALCULATION ACCORIDNG TO CAMBRIDGE FOR CAE.

SPEAKING (75) 66/200 55/190 - 45/180 C 37/170 - 30/160 C 23/150 - 17/140 C

65/199 59-60/194 52-54/191 44/179 39/173-174 35/168 29/159 25/154-155 20/147
64/198 57-58/193 50-51/190 43/178 38/171-172 34/167 28/158 24/151-153 19/144-146
63/197 55-56/192 49/189 42/177 37/170 33/166 27/157 23/150 18/141-143
62/196 48/187-188 41/176 36/169 32/164-165 26/156 22/149
61/195 47/184-186 40/175 32/161-163 21/148
46/181-183

TEST SCHEDULE: Tests will be audio recorded.

TURN Mon, May 28th (CLASSROOM) – EVALUATOR: Joel / Assistant:

1 ASCENCIO LIRA, CASSANDRA DOMÍNGUEZ CASTILLO MÓNICA 12:30 – 12:45
2 MARQUEZ GASPAR, JESUS ALEXIS PAYAN SANDOVAL, ADILENE 12:46 – 1:00
3 SCHCOLNICK MONTAÑO DANKA ÁLVAREZ LÓPEZ ROSA IVETTE 1:01 – 1:15
4 REYNOSO ARVIZU ITALY YEDID CASTELLANOS LEÓN JAZEELT KARINA 1:16 – 1:30
5 IBARRA NUÑEZ ÓSCAR NICOLÁS ROBLES AGUILAR, ITHALIA 1:31 – 1:45
6 1:46 – 2:00

Wed, May 30th (CLASSROOM) – EVALUATOR: Joel / Assistant:

1 PEÑA MARTINEZ, JENNIFER MICHELLE PATRON VEGA, CAROLINA 12:30 – 12:45
2 AHUMADA FRAGA, HALLEL MUÑOZ PUGA, LINDA MAYAVEL 12:46 – 1:00
3 ROMERO NUNEZ ANA PAOLA * AMADOR OBESO DIANA LAURA 1:01 – 1:15
4 LARA FLORES SARA SOFÍA CESEÑA DE LA TOBA ANDREA 1:16 – 1:30
5 DE LOS SANTOS OROZCO SARA DARLENE ZAVALA RIVERA, BRENDA JAZMIN 1:31 – 1:45
6 1:46 – 2:00

Not entitled:
Remedial test:
Exempt: GUICHO BRAVO JENNIFER / GUTIERREZ TIRADO AMÉRICA PAMELA / ROBLES
CALDERÓN MAXIMILIANO / GONZALEZ RUBIO COSIO, ALEJANDRA / REYES ARCE ISABEL /
SÁNCHEZ FLORES JESSICA ITZEL / TALAMANTES MURILLO ROBERTO SALVADOR / HIGUERA
RODRÍGUEZ ANDREA / MAR NUÑEZ SAIIDE AMPARO/ * Taking but exempt
 CAE´S test descriptors

THROUGH THE TEST: Read carefully

Percentage 0- (1-2) 4-7% (3-3.5) 8-10% (4-4.5) 11-12.5% (5)

General description With plenty grammar and
vocabulary mistakes or
Basic-simple assessment
Paused speech, silent or passive.
Specifics Flaws in simple tenses.
“Good-bad” descriptions.
With many grammar and
vocabulary mistakes or
regular assessment
Faltered or scrambled speech
due to lack of vocabulary with
lots of transfer (Using Spanish in
English), somehow dull.
Flaws in perfect tenses with the
use of modals and Conditional 1.
Ed/ing adjectives /still basic
descriptions.
With some (or a few) grammar With grammar and vocabulary sophistication
and vocabulary mistakes or or
Good/Very good assessment Excellent/outstanding assessment
Hesitant speech or scrambled at Shows grammar and vocabulary accuracy
times due to sophistication, and and certainty in speech.
either very talkative or
attentive.
Using only perfect continuous Using a wide range of grammar and
forms, with modals, and sophisticated vocabulary with FLUENT
Conditional 1. Yet, with some speech.
perfect tense and Conditional 2
and passive use.
Using enough prefixes and
suffixes, and some sophisticated
phrases (e.g. phrasal verbs).

INTERVIEW DESCRIPTORS: Be active and willing to talk, seriousness should not be an obstacle for active talking.

Interview 0-3% 4-7% 8-10% 11-12.5%

ALL QUESTIONS CONSIDER AN
APPROPRIATE USE OF VOCABULARY
“BAD-GOOD” “HAPPY-UNHAPPY”
WOULD BE TAKEN AS SIMPLISTIC
ASSESSMENT.
Silent, nervous, scrambled, no
comprehensible speech.
With plenty grammar
vocabulary mistakes or
Basic-simple assessment
Barely Keeping a conversation with Keeping an ongoing conversation Keeping an ongoing conversation
many substantial mistakes and with some substantial mistakes without any substantial mistake
without self-correcting. and sometimes self-correcting. and self-correcting.
and With many grammar and With some (or a few) grammar With grammar and vocabulary
vocabulary mistakes or and vocabulary mistakes or sophistication or
regular assessment Good/Very good assessment Excellent/outstanding assessment

PICTURE ASSESSMENT DESCRIPTORS: Use linkers to compare and contrast information. Avoid being repetitive, pointing out obvious facts and straying out.

Pronunciation & Diction Grammar & Lexical Ability to speculate Overall - Timing Percentage
(Coherence)
Low Low Just visual facts, short comments, no Poor description, slow fluency 0-3%
linkers and basic vocabulary. and unfinished or scrambled.
Regular Regular Some speculations, with scrambled ideas, Some stops, difficulties to 4-7%
barely using linkers, regular descriptions. describe, very unbalanced.
Good Good/ Very Good Plenty organized speculations with some Unbalanced but finished / 8-10%
mistakes in grammar and vocabulary, and Somehow unbalanced
appropriately using linkers.
Excellent Excellent/ Outstanding Outstanding grammar, lexical and complex Balanced/ Perfectly balanced 11-12.5%
speculations.

INTERACTION & DECISION-TAKING DESCRIPTORS: Do not decide while interacting, activities come separately.

Interaction 0-3% 4-7% 8-10% 11-12.5%

FLUENT COMMENTS CONSIDERING A
PROPER USE OF VOCABULARY:
NO “BAD-GOOD” “HAPPY-UNHAPPY”
COMMENTS.
AND GRAMMAR COMPLEXITY (Other
than simple tenses).
Decision
Barely or no interaction, no turn-
taking (timing) moments, dull and
simplistic vocabulary and
uncoherent comments (grammar).
No additional aspects or no
comments, wordy. No decision.
Passive interaction with a bit long
turn-taking paused or quite short
(timing) moments, simplistic
vocabulary and many grammar
slips mistakes in comments.
Passive, decisive attitude with
redundant aspects and plenty
pause fillers
Somehow active interaction with a
bit long turn-taking moments,
colorful vocabulary and some
grammar slips in comments.
Active, with decisive attitude but
with long additional comments
Active interaction with proper turn-
taking (timing) moments, colorful
vocabulary and accurate
comments.
Adding aspects when deciding

FOLLOW-UP INTERVIEW, RELATED INTERACTION & FINAL INTERACTION: Pay attention to your partner´s comment, your opinion must be based on it.

Related interaction 0-3% 4-7% 8-10% 11-12.5%

Comment No comment, or with plenty Long, incomplete, comment (more Long comment (more than 30 sec) Appropriate length for comment
incoherence due to grammar and than 30 sec) with flaw accuracy and with accuracy, but scrambled (30 sec) with accuracy and joyful
vocabulary mistakes. scrambled improvisation. improvisation. improvisation.

Complementary related comment
Final Interaction
FLUENT COMMENTS CONSIDERING A
PROPER USE OF VOCABULARY:
NO “BAD-GOOD” “HAPPY-UNHAPPY”
COMMENTS.
AND GRAMMAR COMPLEXITY (Other
than simple tenses).
Distracted and asking for question.
Barely or no interaction, no turn-
taking (timing) moments, dull and
simplistic vocabulary and
uncoherent comments (grammar).
Answer not related to peer´s
comment.
Passive interaction with a bit long
turn-taking paused or quite short
(timing) moments, simplistic
vocabulary and many grammar
slips mistakes in comments.
Answer not related to peer´s
comment.
Somehow active interaction with a
bit long turn-taking (cutting in)
moments, colorful vocabulary and
some grammar slips in comments.
Appropriate length for
complementary (15 sec) comment
related to partner´s.
Active interaction with proper turn-
taking (timing) moments, colorful
vocabulary and accurate
comments.