English Podcast · Episode 1 · July 8, 2019
This episode is the first in a four-part miniseries about the Cambridge exams – the Advanced and the First (formerly the CAE and the FCE). Over the next 4 episodes we’ll be looking at all the aspects of the exams and everything you need to get a good score.
This episode is the first in a four-part miniseries about the Cambridge exams – the Advanced and the First (formerly the CAE and the FCE). Over the next 4 episodes we’ll be looking at all the aspects of the exams and everything you need to get a good score.
The scripts
Cambridge Speaking Exam (Cambridge Exams EP 1)
C1
Grammatical Resource
Lexical Resource
Discourse Management
Pronunciation
Interactive Communication
5
• Maintains control of a wide range of grammatical forms.
• Uses a wide range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics.
• Produces extended stretches of language with ease and with very little hesitation. • Contributions are relevant, coherent and varied.
• Uses a wide range of cohesive devices and discourse markers.
• Is intelligible. • Phonological features are used effectively to convey and enhance meaning.
• Interacts with ease, linking contributions to those of other speakers. • Widens the scope of the interaction and negotiates towards an outcome.
4
Performance shares features of Bands 3 and 5.
3
• Shows a good degree of control of a range of simple and some complex grammatical forms.
• Uses a range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics.
• Produces extended stretches of language with very little hesitation. • Contributions are relevant and there is a clear organisation of ideas.
• Uses a range of cohesive devices and discourse markers.
• Is intelligible. • Intonation is appropriate.
• Sentence and word stress is accurately placed.
• Individual sounds are articulated clearly.
• Initiates and responds appropriately, linking contributions to those of other speakers. • Maintains and develops the interaction and negotiates towards an outcome.
2
Performance shares features of Bands 1 and 3.
1
• Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms.
• Uses appropriate vocabulary to give and exchange views, but only when talking about familiar topics.
• Produces extended stretches of language despite some hesitation. • Contributions are relevant and there is very little repetition.
• Uses a range of cohesive devices.
• Is intelligible. • Intonation is generally appropriate.
• Sentence and word stress is generally accurately placed.
• Individual sounds are generally articulated clearly.
• Initiates and responds appropriately. • Maintains and develops the interaction and negotiates towards an outcome with very little support.
Who is your favourite artist?
“Picasso” v “I’m a huge fan of modernist and cubist art and particularly Picasso”
Fill the time with “thinking” expressions:
Em, to be honest I’m not sure, I’m not that into art really, but if I had to chose one artist I’d maybe say Picasso
What do you do?
I’m a teacher
Well, I originally trained as an accountant but for the last few years I’ve been working as a teacher and have found it so interesting.
– Comparative adjectives
– Words like: On one hand / While / Whereas / Despite / Even though / Although / However / Nevertheless
– Opposites: big/small, old/young
– Don’t forget similarities: both pic A and B are / similar to / the same as
Yes, I see what you mean
I see your point but…
I don’t think I’d agree with you there
Yeah, that’s a good point
I’m not sure, wouldn’t you agree that…?
You may get asked about your hometown. Just learn a good phrase like “rural village” and you might say “Well, I’m from a place most people have never heard of. It’s a small, rural village in the west of Ireland”.
Not [robotically] I am from a small, rural village in the west of Ireland
Don’t switch off and look bored, especially if you’re going to have to react afterwards (as in part 2)
Also, in Part 3 & 4, it is collaborative. Suggest that you move on to the next section. Ask each other questions, nod, interact, work together
What are your thought on this?
How do you feel about it?
I’m not sure about X. Would you agree?
…or maybe you feel differently / have a different opinion?
To show off – to demonstrate that you’re good at something, to boast.
to learn sth off / to learn something by heart
To hinder (Mistakes which hinder understanding)
A help or a hinderance (n.)
Although / While / Whereas / Despite
Imagine you are comparing two photos. One is a supermarket, the other is a farmers’ market. You have to compare them
Although / While / Whereas most people like the convenience of a supermarket, I prefer shopping in markets. [contrast]
Although / While /Whereas farmers’ markets will often have organic food, they can be very expensive. [concession]
Despite being [ they are ] [the fact that they are] quite expensive, I think farmers’ markets still represent good value for money
Despite + ing Despite of / In spite of
There is lots more information on the official Cambridge website.
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