Cambridge English: First Speaking (from 2015)
Sample test with examiner’s comments
This document will help you familiarise yourself with the Speaking test for Cambridge
English: First, also known as First Certificate in English (FCE). It accompanies thisvideo, where you can see Victoria, from Germany, and Edward, from Peru, take a
Speaking test. Both these candidates cope well overall with the tasks in the test.
Contents:
About the Cambridge English: First Speaking test
How the Cambridge English: First Speaking test is assessed
Comments on the sample test:
Part 1
Part 2
Part 3
Part 4Overall© UCLES 2014. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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Cambridge English: First
Sample Speaking test with examiner’s comments

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Page 1 of 9

About the Cambridge English: First Speaking test
The Speaking test is 14 minutes long and consists of four parts. The standard test
format is two candidates and two examiners. One examiner (the interlocutor) will
speak to you and your partner and the other (the assessor) will be listening.
Part 1 (2 minutes)
The interlocutor asks you and your partner questions about yourselves. You may beasked about things like your home town, your interests, your studies, etc.
Part 2 (4 minutes)
The interlocutor gives you two photographs and asks you to talk about them for
1 minute. The interlocutor then asks your partner a question about your photographs
and your partner responds briefly (up to 30 seconds).
Then the interlocutor gives your partner two different photographs. Your partner talks
about these photographs for 1 minute. This time the interlocutor asks you a question
about your partner’s photographs and you respond briefly (up to 30 seconds).
Part 3 (4 minutes)
This part is divided into two parts and the interlocutor asks you and your partner totalk together in both. In the first part, you will be given five written prompts and asked
to discuss a question. For example, you might be asked to discuss things that might
attract tourists to a town. The interlocutor does not join in the conversation. After
2 minutes, the interlocutor will give you one more minute to make a decision together
which is related to what you have been discussing.
Part 4 (4 minutes)
The interlocutor asks some further questions, which lead to a more general
discussion of what you have talked about in Part 3. You may comment or expand on
your partner’s answers if you wish.

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Page 2 of 9How the Cambridge English: First Speaking test is assessed
As you do the test, the assessor focuses on these areas of your English:
Grammar and Vocabulary
Are you using a range of grammatical structures and vocabulary? Are you using
these structures and vocabulary correctly? Are you using vocabulary which isappropriate for a range of familiar topics?
Discourse Management
Are you using both long and short answers, depending on the task? Is everything you
say relevant to the task? Are your ideas expressed clearly? Are you using somelanguage to link and organise your ideas? Are you able to speak fluently and withvery little repetition?
Pronunciation
You don't need to have an English accent, but it is important to be clear. Are you
pronouncing individual sounds clearly? Are you placing stress on the right parts ofwords and on the right words in sentences? Does your voice go up and down at theright times?
Interactive Communication
Are you able to interact with the other candidate easily and effectively? Are you
listening to the other candidate and answering in a way that makes sense? Are youable to start a discussion and keep it going with your partner? Can you think of new
ideas to add to the discussion?
The interlocutor focuses on your Global Achievement. This is about your general
performance. How well are you speaking about the topics you are given? Are youranswers clear and fluent? Are you using language which is right for the Cambridge
English: First level?
Your marks are for what you do over the whole Speaking test, not for each part of thetest. The examiners give you marks for your own performance – they don't compare
you with the other candidate.

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Sample Speaking test with examiner’s comments

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Comments on the sample test
Part 1Victoria
EdwardIn response to the first question, Victoria
Edward’s answer to the first question is aadds some detail about where shegood length, with about the right amountcomes from. A little detail like this is fine,of detail about where he is from.
but don’t try to add any more, as theexaminer will stop you, as she does here
Edward begins his responses to thewith Victoria.
second and third questions with ‘Well ...’,
which gives him time to think about how
Her answers to the second and third
to answer; he then gives good responses
questions are clear and a good length.
which are extended.
Part 1 tips
• Practise giving information about yourself.
• You can give short answers, but it is good to extend them if you can.
• Don’t give answers which you have learned, as they don’t sound very natural.
Part 2
Victoria
EdwardEdward uses simple grammatical forms
Victoria uses some simple grammaticalwhich are sometimes accurate e.g. ‘I see
structures accurately, e.g. ‘I see aa young girl in a garden’; ‘maybe she’s
sportsman ... I think he has a cramp’,
going to eat them’.
and some more complex structures e.g.
‘I think I would prefer to help people
However, there are several errors e.g.
who ...’.
‘there have a special care about them’;‘they are all enjoyed ...’; ‘maybe that girl
However, there a several errors inlike to make this plants in maybe hissimple structures e.g. ‘she has pain’; ‘...
garden’.
people who make some sports because
I’m like sports’.
He has adequate vocabulary for the task
She uses the present simple (e.g. ‘shee.g. ‘spending time’, ‘picnic’, ‘plants’, butasks for directions’) when the present
there are some collocation errors e.g.
continuous would be more natural. This
‘free air’.
does not make her difficult tounderstand, but this is an area she could
In terms of Discourse Management, heimprove.
organises his talk and describes thepictures before comparing them: ‘In the© UCLES 2014. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms and Conditions at http://www.cambridgeenglish.org/footer/terms-conditions.html

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Page 4 of 9She uses an adequate range ofvocabulary which is appropriate for thetask e.g. ‘sportsman’, ‘cramp’, ‘pain’,‘terrace’.
However, there are several errors suchas ‘confusing’ rather than ‘confused’,‘persons’ rather than ‘people’ and ‘growup’ when talking about plants.
In terms of Discourse Management, sheorganises her talk clearly, describing
each picture and then comparing them,and she links her ideas well: ‘In the first
picture ... in the second picture ... I thinkboth are ... because ... in the second
picture she needs help as well ...’.

first picture ... in the second ... in bothcases ... in the second one ... both ...’,
but there is some hesitation and hedoesn’t quite manage to speak for a fullminute.
Edward’s Pronunciation is generally
intelligible, though there is little evidenceof weak forms and sentence stress; andhe is occasionally difficult to understand.
Response to question after Victoria’s
talk: Edward gives an example of getting
help, which is fine for part of the answer,
but doesn’t fully answer the question.

Her Pronunciation is clear.
Response to question after Edward’s
talk: Victoria’s answer is clear andsupported with reasons. ‘I think I’d preferto enjoy ... because ...’.
Part 2 tips
• Practise comparing two pictures to get a feel for how much you can say in
1 minute and how you can organise what you say. Remember not to simply
describe the pictures.
• Remember that the question is printed above the pictures.
• Approach the task in an organised way.
• If you don’t know or can’t remember a word, try to use other words for what
you want to say.
Part 3Victoria
EdwardVictoria uses a range of simple andEdward uses mostly simple grammaticalsome complex structures e.g. ‘...
forms e.g. ‘what about having morebecause they can go with the wholeshops?’; ‘putting up security cameras
family or sometimes parents can go on
also I think they are more for people who© UCLES 2014. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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their own ...’; ‘... but I’m not really sure ifeverybody wants to live in a holiday
flat ...’.
There are several errors e.g. ‘...
childrens are for their own ...’; ‘when I
went to holiday ...’.
Her vocabulary is adequate for thetopics e.g. ‘shopping area’, ‘dangerous’,
but she sometimes uses less suitablewords e.g. ‘live’ and ‘interesting’ whentalking about holiday flats.
In terms of Discourse Management, she
speaks with very little hesitation andcontributes relevant ideas with support
and good linking e.g. talking about shops
and talking about building flats.
Her Pronunciation is clear andintelligible.
In terms of Interactive Communication,
she responds to Edward’s first questionand helps get the interaction started:‘Would we like to talk about building
nightclubs? What do you think about it?’.
She consistently gives her opinion andasks for Edward’s e.g. ‘I don’t really likeparks ... What do you think about it?’.
She doesn’t move the discussion
forward, though this may be because
Edward does it quite quickly after eachof his responses. She does develop thediscussion, with her ideas, whereas in
the 1-minute decision-making part, shedoesn’t really develop the discussion

live there’; but he could show moreevidence of range of grammaticalstructures. There are also some errorse.g. ‘so maybe can we providing ...’; ‘I
like park’; ‘a good weather’.
He uses an adequate range ofvocabulary e.g. ‘providing parks’, ‘puttingup’; with some errors e.g. ‘free air’,‘weather/climate’.
In terms of Discourse Management,
Edward makes some relevant
contributions, and sometimes extends
his ideas e.g. ‘because most people liketo spend time with the family doing apicnic ... so maybe more tourists can go
to the parks’.
His Pronunciation is generally clear, withoccasional exceptions.
In terms of Interactive Communication,
he interacts with his partner, responding
to her ideas, but sometimes he could
explain his answers more fully withreasons. He consistently moves thediscussion forward and asks forVictoria’s opinion e.g. ‘What about
having more supermarkets?’ and ‘What
do you think about building holiday
flats?’.
He tries to add something at the end tokeep the discussion going to the end ofthe minute, but what he says is not veryclear.

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Page 6 of 9enough, choosing instead to accept
Edward’s choice of the parks.
General comments on Part 3
Victoria and Edward do have a relevant discussion on the topic and they interact
quite well, inviting, showing interest in and responding to each other’s opinions.
However, the interaction would be more effective if they linked their contributions
more closely to what their partner said. In addition, Edward could develop his ideas
more fully and Victoria could take more responsibility for developing the discussion.
Part 3 tips
• Discuss each of the prompts together in detail. It doesn’t matter if you don’ttalk about them all.
• Remember that the second part of the task is a discussion about a possible
decision; it is not essential to reach a decision and you may even disagree.
• Listen to your partner and respond to what they say before adding your own
ideas.
• You can ask your partner questions too if they are having difficulty adding to
the discussion.
• Remember to invite your partner to respond and/or contribute.
Part 4
Victoria
EdwardVictoria uses a range of accurate
Edward uses mainly simple Grammar
Grammar e.g. ‘... it might be possible toforms which are sometimes accurate
make it less expensive to go on a goode.g. ‘... it’s great to go to new places andholiday, so it depends what I want to do’.
visit new cities and learn more about the
There are occasional errors e.g. ‘... youculture also’; ‘In Peru there are a lot of
have not any things about your work ...’.
places you can visit ...’.
She uses a good range of vocabularye.g. ‘well-organised’, ‘see more of thewhole world’, ‘far away’, ‘go surfing’, withsome errors e.g. ‘make holidays’.
In terms of Discourse Management, sheorganises and expresses her ideas
clearly and her responses are welldeveloped e.g. ‘I don’t know exactly,
because ... but ... so ... and ... so ...’.

There are several errors e.g. ‘It dependsof the person’; ‘Peru have a lot ofbeaches’.
His vocabulary is adequate e.g. ‘culture’,‘jungle’, ‘coast’, but there are occasional
errors e.g. ‘go out of your home’.
In terms of Discourse Management, his
responses are relevant e.g. ‘... because© UCLES 2014. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
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Sample Speaking test with examiner’s comments

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Her Pronunciation is clear andintelligible.
In terms of Interactive Communication,
she responds well to the questions anddevelops her answers. She links her
ideas about having enough time forholidays to Edward’s response,
beginning ‘I totally agree with you ...’.

a businessman is always busy’ but hesometimes hesitates and it is not always
easy to follow the logic of what he issaying.
Edward’s Pronunciation is generally
intelligible, although some words areless clear e.g. ‘culture’, ‘jungle’.
In terms of Interactive Communication,
Edward responds to the questions
adequately, but often doesn’t develop
his answers very much. He does link
one of his answers to Victoria’s: ‘Yes I
agree with you, I have the same idea’.

Part 4 tips
• Make sure you extend your answers with, e.g. reasons, examples.
• Remember you can respond to what your partner says in their answers.
• Sometimes the examiner will ask you to discuss a question together and thismay lead to a discussion between you. This may last more than one turn each,
which is fine.
OverallVictoria
EdwardGrammar and Vocabulary
Grammar and Vocabulary
Victoria uses both simple and complex
Edward shows control of some simple
grammatical forms, but also makes agrammatical forms, but there are also
number of errors which she could easily
several errors in both simple andwork on to improve her accuracy. At
complex structures. Occasionally thistimes, she demonstrates a good range
means that what he is saying is notof vocabulary.
clear. His vocabulary often lacks range
to deal with familiar topics, so he cannot
Discourse Management
always say what he would like to.
Her ideas are generally relevant andexpressed logically and clearly,
Discourse Management
especially later in the test.
His contributions are relevant, despite alittle hesitation. However, at times, hisPronunciation
contributions are not very clear or well
Her pronunciation is clear and intelligible
organised. He could improve this by© UCLES 2014. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms and Conditions at http://www.cambridgeenglish.org/footer/terms-conditions.html

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Page 8 of 9throughout.
Interactive Communication
Victoria communicates well, developing
the interaction, particularly in Part 4.
Global Achievement
Victoria is able to handle communication
on a range of familiar topics with very little
hesitation. She responds to her partner’s
ideas and generally produces extended
contributions. Although there are someerrors in her language, she can usually
express what she wants to say.

practising speaking about topics for aminute or so.
Pronunciation
Edward is usually intelligible, though withsome unclear sounds and limited
features of sentence stress.
Interactive Communication
He communicates well with his partner,
adding ideas and responding
appropriately with comments. At times
he also tries to develop the interaction.
Global Achievement
Edward is able to handle communication
on familiar topics, but at times has
difficulty finding the language he needs toexpress himself. He can sometimes
produce some extended language and heresponds to his partner’s ideas.

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Sample Speaking test with examiner’s comments

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