english first for schools fce for schools speaking assessment scales
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English First for Schools Fce for Schools Speaking Assessment ScalesTRANSCRIPT
40 CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS SPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | ASSESSMENT
Cambridge English: First for Schools Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 41.
B2 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication
5 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 a wide range of familiar 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.
4 Performance shares features of Bands 3 and 5.
3 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Uses a range of appropriate vocabulary to give and exchange views on a range of 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.
2 Performance shares features of Bands 1 and 3.
1 Shows a good degree of control of simple grammatical forms.Uses a range of appropriate vocabulary when talking about everyday situations.
Produces responses which are extended beyond short phrases, despite hesitation. Contributions are mostly relevant, despite some repetition. Uses basic cohesive devices.
Is mostly intelligible, and has some control of phonological features at both utterance and word levels.
Initiates and responds appropriately.Keeps the interaction going with very little prompting and support.
0 Performance below Band 1.
B2 Global Achievement
5 Handles communication on a range of familiar topics, with very little hesitation.
Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is generally coherent.
4 Performance shares features of Bands 3 and 5.
3 Handles communication on familiar topics, despite some hesitation.
Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur.
2 Performance shares features of Bands 1 and 3.
1 Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.
0 Performance below Band 1.
41CAMBRIDGE ENGLISH: FIRST FOR SCHOOLS SPECIFICATIONS AND SAMPLE PAPERS
SPEAKING | ASSESSMENT
Gram
mat
ical R
esou
rce
Lexic
al Re
sour
ceDi
scou
rse M
anag
emen
tPr
onun
ciatio
nIn
tera
ctive
Com
mun
icatio
n
•M
aint
ains
con
trol
of
a w
ide
rang
e of
gr
amm
atic
al fo
rms
and
uses
them
with
fle
xibi
lity.
•U
ses
a w
ide
rang
e of
ap
prop
riate
voc
abul
ary
with
flex
ibili
ty to
giv
e an
d ex
chan
ge v
iew
s on
un
fam
iliar
and
abs
trac
t to
pics
.
•Pr
oduc
es e
xten
ded
stre
tche
s of
lang
uage
w
ith fl
exib
ility
and
eas
e an
d ve
ry li
ttle
he
sita
tion.
•Co
ntrib
utio
ns a
re re
leva
nt, c
oher
ent,
varie
d an
d de
taile
d.•
Mak
es fu
ll an
d eff
ectiv
e us
e of
a w
ide
rang
e of
coh
esiv
e de
vice
s an
d di
scou
rse
mar
kers
.
•Is
inte
lligi
ble.
•Ph
onol
ogic
al fe
atur
es a
re u
sed
effec
tivel
y to
con
vey
and
enha
nce
mea
ning
.
•In
tera
cts
with
eas
e by
ski
lfully
in
terw
eavi
ng h
is/h
er c
ontr
ibut
ions
into
th
e co
nver
satio
n.•
Wid
ens
the
scop
e of
the
inte
ract
ion
and
deve
lops
it fu
lly a
nd e
ffect
ivel
y to
war
ds a
ne
gotia
ted
outc
ome.
C2•
Mai
ntai
ns c
ontr
ol
of a
wid
e ra
nge
of
gram
mat
ical
form
s.
•U
ses
a w
ide
rang
e of
ap
prop
riate
voc
abul
ary
to g
ive
and
exch
ange
vi
ews
on u
nfam
iliar
and
ab
stra
ct to
pics
.
•Pr
oduc
es e
xten
ded
stre
tche
s of
lang
uage
w
ith e
ase
and
with
ver
y lit
tle h
esita
tion.
•Co
ntrib
utio
ns a
re re
leva
nt, c
oher
ent a
nd
varie
d.•
Use
s a
wid
e ra
nge
of c
ohes
ive
devi
ces
and
disc
ours
e m
arke
rs.
•Is
inte
lligi
ble.
•In
tona
tion
is a
ppro
pria
te.
•Se
nten
ce a
nd w
ord
stre
ss is
acc
urat
ely
plac
ed.
•In
divi
dual
sou
nds
are
artic
ulat
ed c
lear
ly.
•In
tera
cts
with
eas
e, li
nkin
g co
ntrib
utio
ns
to th
ose
of o
ther
spe
aker
s.•
Wid
ens
the
scop
e of
the
inte
ract
ion
and
nego
tiate
s to
war
ds a
n ou
tcom
e.
C1•
Show
s a
good
deg
ree
of c
ontr
ol o
f a ra
nge
of s
impl
e an
d so
me
com
plex
gra
mm
atic
al
form
s.
•U
ses
a ra
nge
of
appr
opria
te v
ocab
ular
y to
giv
e an
d ex
chan
ge
view
s on
fam
iliar
and
un
fam
iliar
topi
cs.
•Pr
oduc
es e
xten
ded
stre
tche
s of
lang
uage
w
ith v
ery
little
hes
itatio
n.•
Cont
ribut
ions
are
rele
vant
and
ther
e is
a
clea
r org
anis
atio
n of
idea
s.•
Use
s a
rang
e of
coh
esiv
e de
vice
s an
d di
scou
rse
mar
kers
.
•Is
inte
lligi
ble.
•In
tona
tion
is a
ppro
pria
te.
•Se
nten
ce a
nd w
ord
stre
ss is
acc
urat
ely
plac
ed.
•In
divi
dual
sou
nds
are
artic
ulat
ed c
lear
ly.
•In
itiat
es a
nd re
spon
ds a
ppro
pria
tely
, lin
king
con
trib
utio
ns to
thos
e of
oth
er
spea
kers
.•
Mai
ntai
ns a
nd d
evel
ops
the
inte
ract
ion
and
nego
tiate
s to
war
ds a
n ou
tcom
e.
Gram
mar
and
Voca
bular
y
B2•
Show
s a
good
deg
ree
of c
ontr
ol o
f sim
ple
gram
mat
ical
fo
rms,
and
att
empt
s so
me
com
plex
gra
mm
atic
al
form
s.
•U
ses
appr
opria
te v
ocab
ular
y to
giv
e an
d ex
chan
ge
view
s, o
n a
rang
e of
fam
iliar
topi
cs.
•Pr
oduc
es e
xten
ded
stre
tche
s of
lang
uage
de
spite
som
e he
sita
tion.
•Co
ntrib
utio
ns a
re re
leva
nt a
nd th
ere
is
very
litt
le re
petit
ion.
•U
ses
a ra
nge
of c
ohes
ive
devi
ces.
•Is
inte
lligi
ble.
•In
tona
tion
is g
ener
ally
app
ropr
iate
.•
Sent
ence
and
wor
d st
ress
is g
ener
ally
ac
cura
tely
pla
ced.
•In
divi
dual
sou
nds
are
gene
rally
ar
ticul
ated
cle
arly
.
•In
itiat
es a
nd re
spon
ds a
ppro
pria
tely
.•
Mai
ntai
ns a
nd d
evel
ops
the
inte
ract
ion
and
nego
tiate
s to
war
ds a
n ou
tcom
e w
ith
very
litt
le s
uppo
rt.
B1•
Show
s a
good
deg
ree
of c
ontr
ol o
f sim
ple
gram
mat
ical
fo
rms.
•
Use
s a
rang
e of
app
ropr
iate
voc
abul
ary
whe
n ta
lkin
g ab
out f
amili
ar to
pics
.
•Pr
oduc
es re
spon
ses
whi
ch a
re e
xten
ded
beyo
nd s
hort
phr
ases
, des
pite
hes
itatio
n.
•Co
ntrib
utio
ns a
re m
ostly
rele
vant
, but
th
ere
may
be
som
e re
petit
ion.
•
Use
s ba
sic
cohe
sive
dev
ices
.
•Is
mos
tly in
telli
gibl
e, a
nd h
as s
ome
cont
rol o
f pho
nolo
gica
l fea
ture
s at
bot
h ut
tera
nce
and
wor
d le
vels
.
•In
itiat
es a
nd re
spon
ds a
ppro
pria
tely
.•
Keep
s th
e in
tera
ctio
n go
ing
with
ver
y lit
tle p
rom
ptin
g an
d su
ppor
t.
A2
•Sh
ows
suffi
cien
t con
trol
of s
impl
e gr
amm
atic
al fo
rms.
•U
ses
appr
opria
te v
ocab
ular
y to
talk
abo
ut e
very
day
situ
atio
ns.
•Is
mos
tly in
telli
gibl
e, d
espi
te li
mite
d co
ntro
l of p
hono
logi
cal f
eatu
res.
•M
aint
ains
sim
ple
exch
ange
s, d
espi
te
som
e di
fficu
lty.
•Re
quire
s pr
ompt
ing
and
supp
ort.
A1
•Sh
ows
only
lim
ited
cont
rol o
f a fe
w g
ram
mat
ical
fo
rms.
•
Use
s a
voca
bula
ry o
f iso
late
d w
ords
and
phr
ases
.
•H
as v
ery
limite
d co
ntro
l of p
hono
logi
cal
feat
ures
and
is o
ften
unin
telli
gibl
e.•
Has
con
side
rabl
e di
fficu
lty m
aint
aini
ng
sim
ple
exch
ange
s.•
Requ
ires
addi
tiona
l pro
mpt
ing
and
supp
ort.
Overall Speaking scales