1.

Which questions to expect

Typical questions about your hometown, your home, your job, your hobbies, and your personality are all very
common. However, unlike at lower levels, the CPE Speaking Test will sometimes require you to give your
opinion (O) and speculate (S) a little in Part 1.

Generally the questions start about you and your personal life, then ask you to make opinions, then move into
more speculative territory.

Here are a few you could prepare for:

•    Are you working or studying at the moment?

•    What do you enjoy most about the place where you're living now? (O)
•    You said you're from X. What's the most interesting place for visitors to see there? (O)
•    How difficult would it be for you to move away from the area you're living in now? (S)
•    What, for you, is the most interesting aspect of learning English?* (O)
•    How much time do you spend travelling every day?
•    Do you think it's easy for people to find a good job nowadays? (O)
•    In the future, do you see yourself living in your own country, or somewhere abroad? (S)
•    Do you tend to get nervous, and if so, in what circumstances?
•    Do fashions in music change rapidly in your country? (O)
•    Do you think your personality has changed over the years? (O)
•    What countries or other parts of your country have you travelled to?
•    Is it common for people to leave the place you come from? (O/S)
•    Can you tell us something about housing in your area? (O)
•    How good are you at organising your time?
•    How important is the internet to you?
•    With more shopping being done over the internet, what future is there for ordinary stores? (S)

(*note how this is a slightly more advanced version of the CAE Part 1 question: "what do you enjoy most about
learning English?")

2. THE RIGHT LENGTH OF ANSWER

Too short:

Q - Are you working or studying at the moment?

A - Both.

Hey, come on! This is the CPE Speaking Test! P means proficient, not pithy.

A bit better:

Q - Are you working or studying at the moment?

A - Both, actually - I'm working part-time while I study for CPE.

Okayyy, getting there ..... but are we really CPE level yet?

The right length:

Q - Are you working or studying at the moment?

A - Both - studying for CPE doesn't pay, sadly, so I've got to do something to bring home the bacon! I'm holding
down a part-time job as a waitress while I slog away at the books, but it's not all bad.

(This is a good length and it sounds natural. It makes good use of expressions, topic-specific vocabulary and
phrasal verbs, but without being overly long. Remember: Part 1 is a balance of saying enough that you give
yourself a chance to use some natural-sounding vocabulary and grammar without "overdoing it" and babbling
on!)

3. GIVING OPINIONS

Part 1 of the CPE Speaking test asks for opinions, but many candidates fall into the trap of using the same old
language to do this, with every sentence starting with an "I think ....". Mix it up a bit! Even in Part 1 it's
important to use every opportunity to sound like you know how to use English confidently and flexibly, and
every little helps. So, instead of saying "I think ...", how about trying something like:

It's likely/unlikely that ....

I bet / You can bet that ....

I imagine that ....

The chances are that ....

There's no chance of ....

In all probability .....

My guess is that .....

I wouldn't be surprised if .....

It seems to me (that) ....

All things considered ....

To tell you the truth ....

Personally ....

To my mind .....

I reckon ....

As I see it ....

I'm inclined to think/believe that ....

In my opinion ..

I believe ...

I reckon ...

I suppose ...

For me ...
As I see it ...

It seems to me ...

As far as I can tell ...

I would say ...

As far as I'm concerned ....

4. KEYWORDS, NOT SPEECHES

The examiners don't want to hear a rehearsed speech - and trust me, they know one when they hear one! The
point of the test is to see how well you cope in a spontaneous, real-life situation and, crucially, how natural
you sound.

So, learn some CPE-level vocabulary that you can use for the types of questions you might be asked. Let's take
another look at a few of those sample questions, shall we?

What do you enjoy most about the place where you're living now?

Describing Areas:

upbeat, leafy, suburban, sleepy, a cultural hotspot, vibrant, got a real buzz, family-friendly, secluded, brilliant
nightlife, amenities, facilities, cosy, traditional, modern, just a stone's throw from the X

How much time do you spend travelling every day?

Describing Travelling:

(gruelling) commute, fellow commuters, daily grind, rush hour, congestion, traffic jams, exhausting, waste of
time/money, poor/excellent public transport system, season tickets, invigorating, get some headspace, catch
up on my Podcasts/TV shows

Do you think it's easy for people to find a good job nowadays?

Describing Jobs:

job market, labour pool, high/low salary, relevant (work) experience, qualifications, interview techniques,
major corporations, climb the corporate ladder, start on the bottom rung, paid/unpaid internship

CPE Speaking Test Part Two Tips - Collaborative Task

(approx. 4 minutes for pairs / 6 minutes for trios)

Ok, so here's where CPE starts to look very different to CAE and FCE.
In Part 2 of the Cambridge English: Proficiency test, you and your partner(s) are given a number of photos (4 or
5) on a common theme.

 For the first activity, the examiner will select 2 or 3 photos and give you a question to discuss together
for 1 minute (2 minutes for trios).

 After that the examiner will give you a 3-minute (4-minute for trios) task using ALL of the photos which
will involve discussing

 and then either: selecting 1 for a particular purpose; or thinking of something else that could be added
to the collection.

This is a collaborative task, so it will require you to work together closely with your partner.

What does it test?

            - sustaining an interaction
            - exchanging ideas
            - expressing and justifying opinions
            - agreeing/disagreeing
            - suggesting
            - speculating
            - evaluating
            - reaching a decision through negotiation

Let's Look at An Example!

“Here are some pictures of different aspects of the modern food industry.”

— The Examiner
First, I'd like you to look at picture B and C and talk together about which picture interests you more.

Now look at all the pictures.

I'd like you to imagine that a magazine is planning an article on aspects of the modern food industry. These
pictures will be used to accompany the article.

 Talk together about the positive and negative aspects of the modern food industry as shown in these
photos.

 Then suggest: 1. one other aspect that could be included in the article, or 2. which aspect would be
most suitable for the cover image.

(NB. In the exam there will be only 1 question in the second part - we have included 2 here to show the different
types of question you are likely to be asked)
Now that you know what the task looks like, let's get into the tips.

1. What Exactly Is Collaboration?

Collaboration, also known as 'Interactive Communication' on the marking criteria, means team work. Let's look
at what the examiners are listening for:

1 (C1 Level) 3 (C2 Pass) 5 (C2 superstar)

Initiates and responds Interacts with ease, linking Interacts with ease by skilfully
appropriately, linking contributions contributions to those of other interweaving his/her contributions into
to those of other speakers. speakers. the conversation.

Maintains and develops the Widens the scope of the Widens the scope of the interaction and
interaction and negotiates towards interaction and negotiates develops it fully and effectively towards a
an outcome. towards an outcome. negotiated outcome.

Ok Cambridge, so that's some fancy language right there, but what on earth does it mean in practice? Well,
let's unpack it:

What Cambridge Want Translation for Normal People

Level 1

initiates and responds appropriately asking and answering questions where required

linking contributions to those of other

building on partner's response, not just saying 'yes' or 'no'
speakers

maintains and develops the interaction requires no prompting to give opinions and agree/disagree

negotiates towards an outcome attempts to persuade partner with arguments or evidence

Level 3
interacts with ease looks comfortable and capable while asking or answering

widens the scope of the interaction introduces new ideas or opinions to agree or disagree

Level 5

totally at ease with the language, building responses and asking

skilfully interweaving his/her
appropriate insightful questions, referring back to things previously
contributions into the conversation
mentioned

providing ample appropriate evidence or reasoning for suggested

develops it fully and effectively towards
ideas,
a negotiated outcome
sounding persuasive and effective in negotiation

You can see the incremental changes building towards the maximum score of 5. The introduction of "widening
the scope of the interaction" marks the really big difference between CAE and CPE.

You can think of it like this: at CAE level you're already very good, but you're still concentrating on your English,
which means you're not 100% natural with your use of the language and you mainly stick to what's in front of
you.

At CPE level, however, you're so comfortable with your use of the English language that you can move beyond
what's in front of you in whichever direction you like, adding new ideas and broadening the topic to allow
proper discussion and debate.

2. What Does CPE-Level Collaboration Sound Like?

We've already mentioned that saying "I think ..." all the time to give opinions isn't going to cut the mustard,
and the same is true of collaboration: just saying "I agree" or "I disagree" won't score you the points. How
about trying some of these on for size:

AGREE DISAGREE PARTIALLY AGREE

We see eye to eye We don’t see eye to eye I take your point, but let's think of ...

I couldn’t agree with you I tend to disagree with you

That's interesting, but have you considered ...?
more. there

I’m afraid I have to disagree True, but I think there are other
That’s exactly how I feel.
with you there points/aspects/opinions to bear in mind.

You have a point there. I beg to differ Yes, but if we looked at it from another angle ...

I was just going to say that. That’s not always the case. OK, but what about ...?

That's not exactly how I

Absolutely.
look at it.

I'd go along
I'm afraid I just don't buy it!
with that.
On second thoughts, I have to
agree with you.

That seems reasonable.

And finally, on to the part that makes every candidate's knees shake: the 2-minute Long Turn! You don't need
to fear, however, because we're here to help!

In Part 3 of the Cambridge English: Proficiency test each candidate is given a card with a question written on it,
along with 3 ideas. The task involves answering the question on the card for 2 minutes, although the additional
prompts on the card are optional. Don't forget that you will be asked a follow-up question about your partner's
card, and will also be asked to comment on your partner's response to yours - so don't 'switch off'!

What does it test?

 organising a longer speech

 expressing and justifying opinions

 developing topics

1. Common Mistakes

 Panicking!

 Talking about the general topic rather than answering the specific question

 Repeating information and ideas

 Repeating vocabulary

 Not using any linking words or devices

 Long pauses and fillers like "errrrrrrrr"

 Speaking in a monotone

 Not developing the ideas sufficiently with examples or reasons

 Not using all the time available

2. Hints And Tips

 You can have up to 10 seconds to think before you need to start speaking - use it!

 Remember: you don't need to use the ideas on the card if you don't want to - they're just there to help
in case you need a flash of inspiration.

 Practise quickly brainstorming ideas on key topics/areas before the exam.

  Focus on the construction of your answer, i.e. avoid "mind vomit" or "here's everything I know about X
in 2 minutes" - structure is very important, so think about including an 'introduction', 'main points' and
a 'summary', just like in writing.

3. The Golden Rule

Practice makes perfect! Oh, such a cliché - but so true. Candidates always struggle to produce satisfactory
answers the first few times, and why wouldn't they? It's testing so many things! So, the real key to this task is
practice, practice, practice ....

4. See (Hear!) How It's Done

Listen to some students having a go at the following CPE Long Turn tasks. While you're listening, try making
some notes about their performance in the following areas using the explanations from earlier: grammar;
vocabulary; discourse management; and pronunciation.

“What makes people work more effectively?

o rules
o rewards
o other people”

Record yourself

CPE Speaking Test Part Three Tips - Discussion

(approx. 6 minutes for pairs /8 minutes for trios)
 

Part 3 of the Cambridge English: Proficiency test ends with a number of more general questions related
to the theme of the Long Turn questions and usually lasts around 6 minutes (8 for trios). The questions
may be asked to a specific candidate or they may be left open for anyone to answer. You will be
expected to comment on your partner's contributions in some way, so make sure you're paying
attention!

What does it test?

          - expressing and justifying opinions

          - developing topics
          - agreeing/disagreeing

1. Common Mistakes

 Talking too personally instead of about the topic in a more abstract way
 Not answering the question directly (for example, if the question is "Do you agree?" then you
need to say either 'yes' or 'no' - in CPE-level language, of course!)
 Not being able to comment on the other candidate's/candidates' contributions
 Not developing responses sufficiently
 Overdeveloping and dominating the discussion

2. Try Your Hand

The discussion questions always continue the theme of the Long Turn questions. For example,
following the Long Turn questions 'What makes people work more effectively?' /'How can city
transport be made to work more effectively?' there may follow questions on efficiency in general. Have
a go at answering some of these questions:
 
  In what ways do you think modern technology helps our world to function efficiently?
 What personal skills do people need to make their lives run smoothly?
 When things go wrong these days people often want financial compensation. Do you agree with
this attitude?
 They say that money makes the world go round. How much truth is there in this?
 In what ways can the design of a building help people work better?
 What group of people do you think contributes most to the society we live in today?

3. Answering the Question

Q. When things go wrong these days people often want financial compensation. Do you agree
with this attitude?

A. Oh yeah, I read a story recently about a woman who spilled McDonald's hot coffee down herself
and sued them for compensation.

The mad thing was, she'd bought the coffee and then tried to drive with it between her knees, and then
when she braked it went everywhere! Apparently that's why they now have to print "CAUTION -
HOT!" on all takeaway drinks now.

Ok, we love an anecdote as much as the next person - and the Stella Awards are hilarious - but the
question asks if you AGREE with it or not, i.e. is it a good or a bad thing?

The vocabulary and grammar from this answer are spot on, but it needs another sentence evaluating
the story and deciding if the decision to award the compensation was good or bad and why. Something
like this ....
Q. When things go wrong these days people often want financial compensation. Do you agree
with this attitude?
 

A. Oh yeah, I read a story recently about a woman who spilled McDonald's hot coffee down herself
and sued them for compensation.

The mad thing was, she'd bought the coffee and then tried to drive with it between her knees, and then
when she braked it went everywhere! I mean, how utterly crazy is it that a company should pay for this
lady's stupidity - fancy trying to drive with boiling hot coffee balanced between your knees!

But I think that this is becoming an increasingly common attitude these days, that everyone wants
something for nothing, you know? It's a shame, and I don't think it's right.

4. FAQs:

"Will I lose points if I say something the examiner doesn't agree with?"

Absolutely NOT! The examiners are there to assess your English, not your opinions. That being said,
try to refrain from extremely polemic statements - a punch-up with your partner isn't the best way to
end your exam!

"Does everything I say have to be true?"

Not really, no - the test is of your English not your General Knowledge, and the examiners have better
things to do than go home and fact check everything you say! You can invent things if you wish, but be
careful that it doesn't make you contradict yourself or get in a muddle.

"Will I lose points if I ask the examiner to repeat a question?"

Not at all - always ask for clarification if you need it so that you can make the most of your time
answering.
As you can see, to pass CPE (3+) the examiners are expecting flexible use of vocabulary to express
your opinions about "unfamiliar and abstract topics", and it's your job to make sure that you're prepared
for this.

Obviously, general things like phrasal verbs, idioms and expressions are all going to be really useful;
but you will also need a good selection of topic-specific vocabulary to express yourself.

Take a look at these 10 frequently appearing topics to make sure that you'd feel comfortable talking
about them - remember, you need to be able to talk about them in an "abstract" way, not just personally
or relating to you!

1. Crime & Punishment

2. The Environment
3. Travel & Tourism
4. Food & The Food Industry
5. Family & Childhood
6. Science & Technology
7. Sport, Hobbies & Free-Time
8. Fashion, Clothing & Design
9. Health
10. Education