Talking about similarities Talking about differences
Both pictures show… Unlike the first picture, picture two has/shows
In both pictures we can see… In contrast with the right picture, picture on
Both pictures one and two have… the left has/shows/displays
Pictures one and two are similar in the way that Picture one…, while picture two…
there is/are… in each one. Conversely, picture two…
Just like the picture on the left, the right picture Picture on the right shows a different approach
has/shows… to…
The two pictures have a number things in common, While the second picture takes place…, picture
namely… one…
These two pictures convey the same message/idea Contrastingly, these pictures show different
of… // share the same message/idea takes on… *some topic*
PART 2
COMPARING
SPECULATING
Modals Verbs Adverbs
This must be… Seem like/to be Likely
It might be… Appear to be Probably
The people may be… Look like Seemingly/supposedly
It has to be Apparently/evidently
DESCRIBING
The first picture has/shows/displays
In the first picture, there is/there are/we can see
“While in the first picture there is a man all on his own looking at a picture, the
second one shows a group of kids, probably schoolchildren, enjoying a show
together.”
The part in bold introduces comparison and the underlined part speculates
(makes a guess) about the picture
PART 3
STARTING THE DIALOGUE
Starting the dialogue Responding
Do you mind if I go first? Yeah, sure, go ahead.
Would you mind going first/starting? Okay, I will!
Would you care to go first? I’d rather you went first, if that’s okay with
Should I begin, or would you like to go first? you.
Would it be okay with you if I started this? By all means, go ahead.
Is it okay for you if I start Sure, not a problem
CONNECTING IDEAS
Introducing an idea Supporting or including an ide
What about… Speaking of…
I believe that (aspect) deserves You’ve mentioned…, which is
mentioning/being mentioned interesting because…
If we’re talking about (topic), then I’d like to add another point regarding…
(aspect) is definitely… There is one more thing about…
I’m not sure that (aspect) is really Another aspect of… is that
important, however…
A point worth discussing is
REACHING AN AGREEMENT
Agreeing Disagreeing politely
I totally agree with your point… I see what you mean, however…
I’m with you on that one… You make some valid points, but let’s
Your arguments are very compelling consider…
I had a different idea, but your arguments With all due respect, I can’t agree/I have to
sounded very convincing disagree
Your points are very persuasive, and I side with Your logic here is flawless, but another point to
you on that one consider is
Suggesting ideas Inviting to join
… is probably one of the things we should Where do you stand on…?
take/consider/mention, since… What’s your take on…?
I think/believe that… is worth Please share your thoughts on this matter?
nominating/considering/mentioning/pointing What about your idea on?
out That’s what I think, but what about you?
Let’s not forget about…
Additionally,… should probably be included,
as…
MARKING CRITERIA
GRAMMAR
– Noun, relative and adverb clauses (some examples of each)
– Active and passive forms
– Verb patterns (infinitives, to-infinitives, gerunds)
– Contrast and command of tenses (e.g. showing a temporary situation with Present Cont.)
– Modal verbs and modality
– Conditional sentences
– Ability to produce longer, multiple-clause sentences
– Flexibility (able to rephrase in order to clarify).
HOW TO IMPROVE
– Alternate between active and passive voice.
– Try to introduce more advanced tenses into your narrative (e.g. Present Perfect to talk about
your experience of learning English or Future Perfect to talk about plans that you are sure of).
– Learn verb patterns! They are extremely important in both written and spoken English.
– Use conditionals – Second Conditional for unlikely things in the present or in the future,
Third Conditional for unreal results of things that didn’t happen. You should know all of this as
CAE is a C1 level exam.
– Use a variety of modal structures – modal verbs (could, might, must) and phrases that
express likelihood (probably, likely, seems to be, appears to be, looks like).
– Be ready to rephrase your phrase or sentence if you feel that they might not have sounded
clear enough (usually introducing the rephrased sentence with something like “What I mean to
say is…”, “In other words…”, “Allow me to clarify – I mean that…”).
VOCABULARY
Factors that influence this mark:
– Appropriate collocations
– Register (formal/informal, depending on context)
– Rephrasing (if your speaking partner does not seem to understand you (Part 3, 4)
– Using synonyms, avoiding repetition of words
HOW TO IMPROVE YOUR SCORE
– Don’t be lazy and look up collocations you aren’t sure of when you practice. A good place to
start [Link] dictionary. This applies to writing as well.
– Keep your register consistent throughout your response. Don’t make it too informal, be
respectful to both the examiner and your fellow test-taker.
– If you see that your speaking partner struggles to understand your phrase, make sure to
rephrase it.
– Be mindful about your English – listen to yourself and don’t use the same words over and
over again. Here are some examples of synonyms for overused words and synonyms for
“very”.
DISCOURSE MANAGEMENT
Things that are assessed here:
– Cohesive devices (more on that below)
– Topical vocabulary (vocabulary related to the general theme that is being discussed)
– Various grammar that helps the listener understand what you’re referring to (articles and
personal adjectives/pronouns)
– Discourse markers (words and expression that can normally only be found in spoken
language, like “You know…”, “I mean… “
– Staying on topic (so-called “relevance” – you have to talk about the question, do not stray
too far away from it)
– Introducing new ideas (rather than going over the thing you have already said)
HOW TO IMPROVE YOUR SCORE
– Know and use cohesive devices. They can be roughly grouped into ‘adding or elaborating’ (in
addition, also, moreover, as well as), ‘showing consequence or result’ (as a result,
consequently, so, thus, therefore) and ‘sequencing or ordering’ (firstly, first of all, to begin
with, secondly, finally). These help structure your speech, making it both connected and easier
to follow.
– Expand your vocabulary. It is pretty sad to see CAE candidates struggling to come up with
any relevant words on topics as simple as Food, Holidays or Career. There is no way around it,
learn new words! Here is a good vocabulary link that groups words and phrases in a nice way.
– Make sure to know the basics of articles in English. Use them to your advantage. Don’t forget
about possessive pronouns and adjective to make your speech more cohesive (it, this, that,
one).
INTERACTIVE COMMUNICATION
This is what the examiners look at:
– Expanding on your answer (not giving short, uninformative responses)
– Including and encouraging your speaking partner
– Ability to initiate the exchange and to support it by contributing to the conversation or the
topic
– Helping the other candidate to either phrase their ideas or suggest one for discussion
– Understanding the rhythm of a natural conversation, not “hogging” it
HOW TO IMPROVE YOUR SCORE
– Short answers do not give enough information to accurately assess your level of English. To
give your examiners something to work with you should come up with at least two long or
three shorter sentences in Part 1 and about three to four longer sentences in Part 4.
– Be sure to include your partner! There are some phrases that you might find useful for that.
– More phrases to initiate the dialogue and to support it with your ideas
– Do not take up too much time in CAE Speaking Part 3 – remember that you only have two
minutes in the first half and one minute in the second.
