英语论文网

-takingand responding appropriately to their partners.During classroom activities, students should be told to speakclearly and audibly so that they can be heard, and toparaphrase effectively when they do not know or cannot
remember a word. Students should be familiar with thetiming and the focus of each part of the test. They should beable to handle the whole test confidently, yet should feelfree to ask for clarification of instructions where needed.At the end of the Speaking Test, candidates are thanked forattending, but are given no indication of the level of theirachievement.
Part 1
This part of the test gives candidates the opportunity to show
their ability to give basic personal information about
themselves, e.g. family life, daily routines, free-time activities
etc. Candidates are expected to respond to the interlocutor’s
questions, and to listen to what their partner has to say.
The candidates do not need to talk to each other in this part
of the test, though they may if they wish.
Candidates who find opportunities to socialise with others inan English-speaking environment will be well prepared forthis part of the test. Candidates should be discouraged frompreparing rehearsed speeches. This tactic is easy to spot asanswers become over-long and unnatural.
Part 2
In this part of the test, candidates are given the opportunity
to speak for one minute without interruption. Each candidateis asked to compare and contrast two colour photographs,commenting on the pictures and giving some personalreaction to them. They are not required to describe thephotographs in detail.Candidates are expected to show their ability to organisetheir thoughts and ideas, and express themselves coherentlyin appropriate language. Candidates should pay attention
while their partner is speaking, as they are asked tocomment briefly (for about 20 seconds) after their partnerhas spoken. Candidates should be made aware, however,that they should not speak during their partner’s long turn.Candidates will always be asked to ‘compare and contrast’two photographs. They will also be asked to say something
which relates directly to the focus of the photographs. Theyshould be taught to listen carefully and carry out thisinstruction or they may find it difficult to speak for a fullminute.Any thematically linked pairs of photographs, e.g. cut frommagazines and given a focus by the teacher, will providegood practice for this part of the test. For example, a teachermight choose photographs of two different types of holidayand ask candidates to compare and contrast the photographs
and say what sort of holiday they would expect to have inthe different places.Candidates should be timed as they need a feel for how long
one minute is and candidates who do not practise this mayfind that they finish the task too quickly.
Part 3
The candidates are given oral instructions and provided witha visual stimulus (one or several photographs / artwork /computer graphics, etc.) to form the basis for a task whichthey carry out together. Candidates are expected to worktowards a negotiated completion of the task and it is thisinteraction that counts, rather than the actual completion of
the task.The task gives candidates the opportunity to show their own
range of language and their ability to invite the opinions andideas of their partner. There is no right or wrong answer tothe task.
Candidates need to be able to interact with each