Instructions to Speaking Examiners

Pre A1 Starters
A1 Movers
A2 Flyers

From 2018

Instructions to Speaking Examiners

Pre A1 Starters, A1 Movers and A2 Flyers
This material is STRICTLY CONFIDENTIAL and
Copyright © UCLES 2018 | CER/6008/7Y08 *5554654378* must be kept under tight security at all times.

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Cambridge English
Qualifications

Schools

Pre A1 Starters, A1 Movers and A2 Flyers

Instructions to Speaking
Examiners

This booklet is to be used only by

Cambridge Assessment English Speaking
Examiners for the Pre A1 Starters, A1
Movers and A2 Flyers Speaking tests. It
contains details of test procedure,
assessment criteria and marking guidelines.
It must be studied carefully before examining
and referred to on all examining
assignments.
This booklet replaces all previously issued
Cambridge English: Young Learners/YLE
Instructions to Speaking/Oral Examiners
booklets, which should be destroyed.
Centres/Speaking Examiners are asked to
retain this booklet for use until further notice.
We welcome feedback on this booklet and
on the Speaking test materials. Examiners
who would like to pass on comments may do
so through the Team Leader system, where
established, or directly to:

Cambridge Assessment English

1 Hills Road
Cambridge
CB1 2EU
UK

Helpdesk Tel: +44 1223 55 3997

1
2
 Contents
1 Introduction 3.3 Test Materials ............................ 14
1.1 Cambridge English Qualifications 4 3.4 Assessment ............................... 15
1.2 Security and Confidentiality .......... 4 3.4.1 Assessment Criteria .................. 15
1.3 The Role of the Speaking 3.4.2 Range of Marks ......................... 16
Examiner ...................................... 4 3.4.3 Assessment Procedure ............. 16
1.4 Speaking Examiner 3.4.4 Assessment Scales ................... 17
Responsibilities ............................ 5 4 A2 Flyers
1.5 The Role of the Usher ................... 6 4.1 The Level of A2 Flyers ............... 18
1.6 Room Layout ................................ 7 4.2 A2 Flyers Speaking Test
1.7 The Team Leader System ............ 7 Format and Timing .................... 18
1.8 Special Circumstances ................. 9 4.3 Test Materials ............................ 18
1.8.1 Candidates with Special 4.4 Assessment ............................... 19
Requirements ............................... 9 4.4.1 Assessment Criteria .................. 19
1.8.2 Special Arrangements ................... 9 4.4.2 Range of Marks ......................... 20
1.8.3 Assessment of Special 4.4.3 Assessment Procedure ............. 20
Requirements Candidates ............ 9 4.4.4 Assessment Scales ................... 21
1.8.4 Candidates known to 5 Marking Procedure
Speaking Examiners ..................... 9 5.1 Examiners .................................. 22
1.8.5 Adverse Conditions ....................... 9 5.2 Mark Sheet Completion ............. 22
2 Pre A1 Starters 5.3 Sample Speaking Examiner’s
2.1 The Level of Pre A1 10 Mark Sheet ................................ 23
Starters .........................................
2.2 Pre A1 Starters Speaking Test 6 Summary of the Speaking Tests
Format and Timing ........................ 10 6.1 Pre A1 Starters .......................... 26
2.3 Test Materials ............................... 11 6.2 A1 Movers ................................. 27
2.4 Assessment .................................. 11 6.3 A2 Flyers ................................... 28
2.4.1 Assessment Criteria ...................... 11 Appendices
2.4.2 Range of Marks ............................ 12 1 Frequently Asked Questions ............ 30
2.4.3 Assessment Procedure ................. 12 2 Guidelines for Adults Conducting
2.4.4 Assessment Scales ...................... 13 Speaking Tests with Minors ............. 33
3 A1 Movers
3.1 The Level of A1 Movers ................ 14
3.2 A1 Movers Speaking Test Format
and Timing .................................... 14

3
1 Introduction
1.1 Cambridge English Qualifications
Cambridge English Qualifications for schools
create a step-by-step path for learning
English. These research-backed, in-depth
exams create a learning framework for
progression from Pre A1 through to B2 level.
The Pre A1 Starters, A1 Movers and A2
Flyers exams, also known as Young
Learners, are designed to offer a
comprehensive approach to testing the
English of primary learners.
1.2 Security and Confidentiality
All Cambridge English Speaking test
materials are confidential and must be kept
under tight security at all times. Test
materials are retained by Centre Exams
Managers at centres outside the UK.
Live test materials must not be reproduced
or used for teaching or test practice. At the
end of each calendar year, all materials
must be confidentially destroyed at centres.
Examiners must not discuss the test
materials or the assessment criteria with
anyone other than a Cambridge English
Speaking Examiner.
Examiners must not, under any
circumstances, divulge information about the
performance of candidates or the marks
awarded. Any examiner found to have
deliberately compromised the security of the
test in any respect will not be allowed to
examine for Cambridge English again.
1.3 The Role of the Speaking
Examiner
Only one Speaking Examiner is required to
conduct Young Learners Speaking tests.
The examiner must both conduct the test
following standard procedures, and make an
assessment of the candidate’s performance.
4
The examiner’s role is to:
• assess candidates’ performance
accurately
• ensure all candidates are treated
fairly and receive sufficient
encouragement
• ensure consistency of the test
conditions by following the test
format as laid out in the test
materials.
The examiner should take care to speak
clearly and slowly enough for the child to
understand. The examiner’s delivery should
be at the slow end of the normal speech
range. This applies for all three levels of the
exams for young learners.
The examiner allows as much time as
appears to be necessary for a candidate to
respond, moving on only if it becomes
apparent that no response is forthcoming. A
delay which is too long may make the
candidate uncomfortable, so sensitivity is
required here.
Examiners should take special care to be
encouraging to the candidates. For
acceptable responses, the examiner should
provide feedback such as ‘Good’ or ‘That’s
right’. However, when the candidate makes
an error, the examiner has to decide
whether to ignore this, or whether to
comment. In deciding whether to ignore an
error or to try and elicit the correct response,
examiners need to distinguish between
‘content’ and ‘surface’ errors.
A content error refers to an error such as
giving the wrong label for a picture, or
pointing to the wrong picture, where the
candidate is likely to be misled into making
further errors if the examiner responds as
though this is right. A surface error refers to
one that is not likely to have this effect – e.g.
mispronunciation, or a minor grammatical or
lexical error. The distinction, of course, is not
always clear-cut, but the examiner needs to
avoid undermining the child’s confidence by
correcting too often.
For content errors, the examiner should
repeat the question, and/or use a back-up
question (if given in the interlocutor frame),
and/or lead the candidate to the right answer
(e.g. by pointing or simply giving the answer
as instructed in the interlocutor frame) and
then move on quickly. Surface errors should
be ignored, but examiners may consider
them when assessing. For further
information about the interlocutor frame,
please refer to the separate sections for Pre
A1 Starters, A1 Movers and A2 Flyers.
1.4 Speaking Examiner
Responsibilities
Examiners must:
• maintain the security and
confidentiality of the Speaking test
and assessment criteria (see 1.2)
• ensure that all candidates are treated
fairly and in accordance with the
instructions in this booklet
• be familiar with all sections of this
booklet
• be familiar with the appropriate test
procedure
• be familiar with the appropriate test
materials and use them as instructed
• be familiar with the appropriate
assessment criteria and apply them
as instructed
• avoid giving any indication of marks
to candidates or teachers
• be professional in their dress and
behaviour, to meet candidate
expectations. Clothing should be
clean and tidy. Very informal
clothing, such as shorts, low-cut tops
or very short skirts, is unacceptable.
All electronic devices must be
switched off. Examiners should be
supportive and flexible, as
appropriate, towards centre staff
• take the following to each examining
session:
o all the current test materials for
the test level
o the current Instructions to
Speaking Examiners booklet,
which includes the Assessment
Scales
o a reliable clock or watch with a
second hand, and without a loud
tick. Clocks/watches must not be
set to emit noises to signal the
timings of the tests
o a pen, with which to complete the
mark sheets
o a blank A4 sheet of paper or card
to use to cover the ‘odd-one-out’
pictures in A1 Movers Part 3
• arrive at the centre in good time to
meet local timetabling requirements,
to introduce themselves to the
Centre Exams Manager and/or
Examinations Supervisor and to
organise themselves for the
examining session
• create a comfortable atmosphere so
as to encourage candidates to
perform to the best of their ability.
This may involve making
adjustments to furniture layout,
lighting and ventilation. The available
furniture should be arranged in the
most suitable way possible, creating
an informal but professional
atmosphere. For example, in a very
large room the table used should be
placed near the door, as candidates
can find it intimidating to have to walk
the length of the room under the
gaze of an examiner. It is important
to check that both the candidate and
the examiner have enough light to
see the test materials clearly and that
light is not shining directly into the
candidate’s eyes. Two appropriate
arrangements of the Speaking test
room are illustrated in the diagram on
page 7 (see 1.6).
5
In order to minimise security risks,
examiners must:
• vary the test materials, using the full
range of tasks in the candidate’s
booklet
• ensure that all test materials remain
clean and unmarked
• use materials as instructed in the
interlocutor frame
• ensure that no test materials are
taken out of their personal charge
• check with local centre staff before
the examining session begins that
arrangements have been put in place
to prevent contact between
candidates who have taken the test
and those who are about to take it
• hand completed mark sheets directly
to the Centre Exams Manager/
Examinations Supervisor after the
test.
Examiners must not, without the written
permission of the Chief Executive of
Cambridge Assessment English, allow their
name to be used in association with
Cambridge English, for example for the
public endorsement or promotion of any
materials, products or services. Citing this
status in formal job applications/CVs is
acceptable.
1.5 The Role of the Usher
The usher plays an important role in exams
for young learners. They should speak the
candidate’s L1, and should make sure that
the candidate understands what to do in
general terms, and is not over-anxious or
unhappy about the test.
The usher brings the candidate from the
waiting room, and explains the nature of the
test before taking the candidate into the test
room. After introducing the examiner and
checking that the candidate is settled, the
usher leaves the room.
6
When the previous candidate finishes, the
usher directs them out of the test area (but
not to the waiting room) and then returns to
take the waiting candidate into the test room.
The usher’s duties can be summarised as
follows:
• to bring candidate 1 to the seating
area outside the test room, reminding
them of the format of the test
• when the examiner is ready, to take
the candidate in, introduce them to
the examiner and settle the
candidate
• to bring candidate 2 from the waiting
room to the seating area outside the
test room, and remind the candidate
of the format of the test before
entering the room
• when candidate 1 finishes and
leaves the room, to direct them out of
the test area
• to return and take candidate 2 into
the test room and settle them in; then
bring candidate 3 from the waiting
room, etc.
The usher may be someone familiar to the
candidates, e.g. their teacher. If the usher is
aware of anything which is relevant to the
candidate, they should inform the Centre
Exams Manager/Examinations Supervisor
and/or the examiner before the test. The
type of information considered relevant
would include:
• the candidate has a relevant physical
disability, such as poor hearing or a
sight impairment
• the candidate is likely to be upset
about certain typical questions (e.g.
because of the recent death of a
close relative).
1.6 Room Layout

In all the tests for young learners the E = examiner

examiner may choose to sit either next to or C1 = first candidate
at right angles to the candidate (see below). C2 = second candidate
The choice should be dictated by local U = usher
norms of appropriacy, and made in
consultation with the Examinations
Supervisor.

1.7 The Team Leader System Some countries also have Regional Team
Leaders (RTLs) to help manage the Team
The standardisation of Speaking test Leaders. A diagram illustrating the Team
conduct and assessment is achieved by: Leader hierarchy is shown below:

• a network of professionals in a
structure called the Team Leader
(TL) system

• a set of quality assurance (QA)

standards and procedures for
speaking examiners, including
recruitment requirements, induction,
training, certification and monitoring.

Professional Support Leaders (PSLs) are

appointed by Cambridge English to manage
the professional aspects of the TL system.

7
There are some differences in the TL system
in the UK.
QA procedures are applied at each level, i.e.
to PSLs, RTLs, TLs and Speaking
Examiners (SEs). The QA procedures for
SEs are:
• Registration: Prospective SEs must
meet the minimum professional
requirements in terms of
qualifications, language competence
and teaching experience
• Induction: Prospective SEs work
through induction materials on the
Professional Support Network
(PSN). Once this has been
completed and confirmed, SEs are
invited to face-to-face training.
• Training: SEs must attend a face-
to-face training event to cover each
relevant test. This is carried out by
TLs, and includes practice in test
conduct with volunteer candidates
and the standardisation of
assessment using test samples. SEs
need to attend additional training
sessions if there are significant
changes to any Speaking test, or if
they have not examined for any
Cambridge English Qualifications for
more than two years.
Once prospective SEs have completed
induction and training successfully, they
must be certificated before they can
examine.
Certification comprises two stages: the
Certification of Procedure (CofP) and the
Certification of Assessment (CofA) at
each relevant CEFR level, e.g. B2 First / B2
Business Vantage. Certification must be
carried out every 12 months. CofP is
covered in an annual face-to-face meeting
which every examiner must attend.
CofA is completed online using the PSN for
any relevant CEFR levels not covered at
the face-to-face meeting.
Monitoring: all SEs must be monitored
delivering live tests at least once every two
years. This is an opportunity for discussion
8
and feedback, and SEs are normally
monitored by a TL.
The TL will either observe the test in person,
or will ask the SE to record and upload some
tests to PSN.
Examiners must respond positively to
guidance given by a TL in the context of
training, certification and/or monitoring.
Monitoring Checklist
1. Appropriately professional in
appearance and manner.
2. Provides a suitable test environment
with the resources available.
3. Carries out the test according to
prescribed procedure.
4. Keeps to prescribed timing.
5. Delivers the interlocutor frame
naturally, clearly and at an appropriate
speed and volume.
6. Keeps consistently to the interlocutor
frame.
7. Handles test materials efficiently.
8. Provides the opportunity for each
candidate to produce the required
sample of language.
9. Is courteous and suitably encouraging
throughout the test.
10. Manages effectively any problems that
may arise during the test.
11. Provides appropriate analytical
assessments and can relate these,
when required, to the scales.
12. Always has printed assessment scales
to hand.
13. Completes mark sheets correctly and
fully.
TLs provide SEs with verbal feedback as
soon as possible after the monitoring; and
SEs receive copies of the completed
checklist.
1.8 Special Circumstances
1.8.1 Candidates with Special
Requirements
There are various circumstances which may
make it difficult for a candidate to show their
ability in the Speaking test. In many cases,
Cambridge English can help if centres let
us know about these problems in time for
us to take action.
We can help if a candidate:
• has a permanent disability, such as a
sight or hearing impairment, a
speech impediment, or if they are
colour blind
• has a temporary disability, such as a
broken arm
• is affected by something shortly
before or during a test (an example
of this might be illness, distracting
noise during the test or a distressing
event shortly before the test).
1.8.2 Special Arrangements
Special arrangements can be made for
candidates with special requirements if
centres notify Cambridge English of this
requirement at least six weeks before the
test. This is particularly important where a
candidate will need modified material.
Modified material might include, for example,
enlarged or specially selected material for
candidates with a sight impairment.
For candidates with a hearing impairment or
a speech impediment, examiners should
speak clearly and reduce any possible
distress by examining these candidates at
the start of the session.
For candidates who have recently suffered a
bereavement, examiners are advised to
refer to the contents page in the examiner’s
booklet and select a Speaking test which
does not include personal questions about
family members.
Centre Exams Managers/Examinations
Supervisors are required to inform
examiners of any candidates in the session
who require special arrangements.
Examiners should then be told what special
arrangements apply for these candidates,
and also given any modified material
needed.
1.8.3 Assessment of Special
Requirements Candidates
Candidates with special requirements must
be assessed in exactly the same way as
other candidates. They must not be marked
more leniently. All candidates are marked
according to the same criteria.
1.8.4 Candidates known to Speaking
Examiners
Examiners are not permitted to conduct
Speaking tests with candidates known to
them in a personal capacity or who have
been taught by them in the previous three
years. Examiners must notify the Centre
Exams Manager/Examinations Supervisor
as soon as such a situation is identified.
Arrangements will then be made by the
Centre Exams Manager/Examinations
Supervisor for these candidates to be
examined by another examiner.
1.8.5 Adverse Conditions
Adverse conditions, e.g. disruptive noise or
excessive heat/cold, should be reported by
the Centre Exams Manager/Examinations
Supervisor using a Special Considerations
form. This form should also be used for any
kind of irregularity likely to affect the
performance of candidates which only
becomes apparent on the day, e.g. a
candidate who has a speech or sight
impediment. Examiners should pass details
of any such irregularity to the Centre Exams
Manager/Examinations Supervisor, including
candidates’ names and numbers, as soon as
is reasonably possible after the Speaking
test. All such cases will be dealt with
according to established special
consideration procedures.
9
2 Pre A1 Starters
2.1 The Level of Pre A1 Starters
Pre A1 Starters is the first level of
Cambridge English Qualifications for
schools. It is designed for candidates who
have an active vocabulary of around 450
words. A typical Pre A1 Starters candidate is
likely to be aged 7 to 11, although children
aged 12 can still take the test.
2.2 Pre A1 Starters Speaking Test
Format and Timing
item in the scene picture, saying, for
example, ‘Here’s the teacher.’ They then ask
two questions requiring the child to point to
other items in the scene picture.
The examiner then takes the eight object
cards out of the plastic envelope and lays
the cards on the table above the scene
picture. The examiner asks the child to point
to one of the object cards and then the
examiner moves it to a particular place on
the scene picture as an example. Then the
examiner gives two more ‘moving’
instructions and the candidate moves each
of the two object cards in turn to a particular
place. The interlocutor frame allows some
alternatives.

One examiner assesses one candidate at a Part 2 Scene Picture Questions

time, using picture-based tasks which
require a range of responses. The exact The examiner then takes the object cards off
length of the test depends on the confidence the scene picture and asks five questions
with which the candidate responds, and the requiring verbal answers about the scene
amount of support they need. picture, including one ‘Tell me about …’
question.
There is no set duration for each part of the
test or for the test as a whole. However, in Part 3 Object Card Questions
order to ensure fairness to all candidates,
examiners should ensure that the test lasts
The examiner closes the candidate’s
approximately 3 to 5 minutes. Tests where
booklet, and places four object cards, one by
candidates require more support will usually
one, on the table in front of the candidate.
require more time, but examiners should
They then ask four sets of questions
take care not to allow pauses to become so
focusing on each of these four object cards.
long that this unsettles the candidate.
Each set begins with a question about the
object card (e.g. ‘What’s this?’) and then
The test has four short parts. The first three
continues with two more personal follow-up
tasks are picture-based, and in each case
questions (e.g. ‘Do you like horses?’ ‘What’s
the examiner provides an example so that
your favourite animal?’).
the procedure itself is clear. The fourth task
involves open questions and is not picture-
based. A summary of the Pre A1 Starters Part 4 Personal Questions
Speaking test is given on page 26.
The examiner puts away all object cards and
Part 1 Scene Picture and Object Card asks three questions which are not related to
any of the pictures provided (e.g. ‘How old
Instructions
are you?’ ‘Where do you live?’). After this,
the examiner thanks the child and the test
After initiating a very short exchange, which ends.
serves as an ice-breaker and is not
assessed, the examiner opens the
candidate’s booklet to show a scene picture
and makes a few comments about it, partly
to set the context and partly to give the child
time to tune into the examiner’s
pronunciation and the English-speaking
environment. The examiner then
demonstrates what to do by pointing to an

10
2.3 Test Materials
The Pre A1 Starters Speaking test materials
consist of:
Examiner booklet
The examiner booklet contains the
interlocutor frame for each test. This is a
script for the examiner to follow throughout
the test. It is designed to make sure that
candidates within the same centre, at
different centres, and in different countries,
are all assessed consistently. However,
there is a limited amount of flexibility in the
script, as follows:
• if the candidate appears not to
understand a question/instruction,
provision is made in the frame for
back-up support to be given
• the examiner can vary their
response to answers (‘Good’, etc.) in
a natural manner.
When a candidate does not appear to
understand an instruction or question, the
examiner can:
• repeat a question more slowly
• ask a back-up question
• point at the relevant item in a picture
• or, if these do not produce the
desired response, supply the answer
and move on.
The interlocutor frame, however, does not
allow as much flexibility as would usually be
needed to make the interview completely
natural. Examiners should bear in mind that
the main purpose of the interview is to get a
good and fair sample of the candidate’s
language ability, rather than to have a
completely natural conversation.
The interlocutor frame should be visible to
the examiner at all times, but should not
distract or worry the candidate, so it is best
to place the examiner booklet to the side,
away from the candidate. The candidate
booklet should be closed until ready for use.
The examiner’s booklet also contains
reduced versions of the pictures in the
candidate booklet to allow the examiner to
check that they are using the correct
interlocutor frame for the test they have
selected.
Candidate booklet
Each examiner has a candidate booklet,
which is valid for one year. The booklet
contains 10 sets of material, from which the
examiner can select freely, either in order to
enhance security (candidates from the same
centre use different material), or to allow for
a greater degree of localisation (any set
which is less suitable for the local context is
not used).
2.4 Assessment
2.4.1 Assessment Criteria
Marks should be awarded with reference to
the Assessment Scales, and in accordance
with the standards set by the standardisation
video for the level. Examiners need to be
very familiar with the Assessment Scales
before they start examining.
The assessment is based on three criteria,
each with a six-point scale which is defined
in terms of candidate behaviour. The scale
descriptors are reproduced on page 13.
1 Vocabulary
Range
Refers to the degree to which candidates
have the vocabulary to deal with the test
tasks. As candidates progress from Pre A1
Starters to A2 Flyers they will make
increasing use of a greater variety of words
and grammatical forms.
Control
Refers to the degree to which candidates
can (attempt to) use the simple structures
which are in the syllabus for the three levels.
Complete accuracy, even to score a 5.0 at
A2 Flyers, is not expected, but how far
errors may or may not obscure meaning is
considered.
Extent
Refers to the length of a candidate’s
11
utterances. This ranges from mostly 2.4.2 Range of marks
one-word responses at Pre A1 Starters,
extending to a mixture of word, phrase and Each scale has a maximum mark of 5.0,
short simple sentences at A1 Movers, to although the 0.0 mark is also defined in the
slightly longer and slightly more complex Assessment Scales.
sentence responses at A2 Flyers level.
2.4.3 Assessment Procedure
2 Pronunciation
Scoring is impressionistic and relates to the
Individual sounds candidate’s performance over the whole
Refers to the candidate’s ability to test. The examiner should not make any
pronounce vowels, diphthongs and notes during the test, but should mark three
consonants. Generally, the candidate should scores as soon as the candidate leaves the
be intelligible to non-EFL/ESOL specialists room.
even if the candidate has a strong or
unfamiliar accent. The Examiner’s ID, the level of exam taken
and the test used must also be entered
Stress correctly on the candidate mark sheet.
Refers to the emphasis laid on a syllable or
word. The limited sample of language
required at Pre A1 Starters means that
candidates only have a few opportunities to
demonstrate control of a limited number of
phonological features. For this reason, the
Pre A1 Starters pronunciation descriptors
generally refer to intelligibility, although word
stress is included as an aspect of this.

3 Interaction

Reception/Responding
Refers to replying or reacting to what the
examiner has said. The reception and
responding scale is designed to assess the
candidate’s ability to understand the
examiner and to respond appropriately.

Support required
Refers to the degree of support from the
examiner needed by the candidate at each
level and for each band.

Fluency/Promptness
Refers to aspects of interaction which are
relevant and appropriate to the task, ranging
between overall fluidity of expression and
generally unable to sustain speech. The
scales account for the fact that typical
performances at all three levels are
characterised by hesitation and pauses.

12
2.4.4 Pre A1 Starters Speaking Assessment Scales

Pre A1 Starters 0 1 2 3 4 5

Vocabulary • Has the vocabulary • Uses the vocabulary • Uses the vocabulary required
required to attempt some required to deal with most to deal with all test tasks.
test tasks. test tasks. • Produces simple utterances
Range
May attempt a few simple Attempts a few simple but makes occasional

measure.
measure.
Control • •
Extent utterances but basic utterances but makes mistakes.
mistakes and lack of some basic mistakes • Generally responds at word
language prevent which may obscure or phrase level but may also
communication. meaning. produce some longer
• Responds only at single • Generally responds at utterances.
word level, or does not word level but may also
respond. produce phrases.

Pronunciation • Attempts to produce the • Sometimes intelligible. • Generally intelligible

sounds of the language but although some sounds may
is often difficult to be unclear.
Individual sounds
understand. • Has limited control of word
Word stress
stress.

Interaction • Requires support • Responds to instructions, • Generally responds

throughout and often may questions and visual appropriately to instructions,

Performance does not satisfy the Band 1 descriptor.

not respond to prompts although questions and visual prompts
Reception/Responding
Support required instructions, questions and frequent support may be although some support may
Fluency/Promptness visual prompts. required. be required.
• Hesitation requires a great • May attempt to ask for • Is able to ask for support if
deal of patience of a support if required. required.
listener. • There is hesitation and • Often responds promptly
responses may be delayed although there may be
Some features of 3.0 and some features of 1.0 in approximately equal
Some features of 3.0 and some features of 5.0 in approximately equal

or halting. hesitation.

13
3 A1 Movers
3.1 The Level of A1 Movers
A1 Movers is the second level of Cambridge
English Qualifications for schools. It is
designed for candidates who have a
vocabulary of around 800 words. A typical
A1 Movers candidate is likely to be aged 8 to
11, but children at this level may be older or
younger than this.
3.2 A1 Movers Speaking Test
Format and Timing
One examiner assesses one candidate at a
time, using picture-based tasks which
require a range of responses. The exact
length of the test depends on the confidence
with which the candidate responds, and the
amount of support they need.
There is no set duration for each part of the
test or for the test as a whole. However, in
order to ensure fairness to all candidates,
examiners should ensure that the test lasts
approximately 5 to 7 minutes. Tests where
candidates require more support will usually
require more time, but examiners should
take care not to allow pauses to become so
long that this unsettles the candidate.
The test has four parts. The first three tasks
are picture based, and in each case the
examiner provides an example so that the
procedure itself is clear. The fourth task
involves open questions and is not picture
based. A summary of the A1 Movers
Speaking test is given on page 27.
Part 1 Find the Differences
After initiating a very short exchange, which
serves as an ice-breaker and is not
assessed, the examiner opens the
candidate’s booklet, shows the candidate
two similar pictures and identifies one
difference between them. They then instruct
the candidate to identify other differences
(there are five).
14
Part 2 Picture Story
The examiner then turns to the next page in
the candidate’s booklet and shows the
candidate a sequence of four pictures with a
title and character names. They tell the child
the name of the story and describe what is
happening in the first picture. They then
instruct the candidate to finish telling the
story.
Part 3 Odd-one-out
The examiner turns to the next page in the
candidate’s booklet and shows the first set
of four odd-one-out pictures. They cover the
other sets, using a blank sheet of paper or
card. The examiner identifies the odd-one-
out in the first set of four pictures and gives
a reason. They instruct the child to do the
same, in turn, with three other picture sets,
and they move the card to reveal each row
of pictures in turn.
Part 4 Personal Questions
The examiner closes the candidate’s booklet
and asks the child a few simple questions
about him/herself. After this, the examiner
thanks the candidate and the test ends.
3.3 Test Materials
The A1 Movers Speaking test materials
consist of:
Examiner booklet
The examiner booklet contains the
interlocutor frame for each test. This is a
script for the examiner to follow throughout
the test. It is designed to make sure that
candidates within the same centre, at
different centres, and in different countries,
are all assessed consistently. However,
there is a limited amount of flexibility in the
script, as follows:
• if the candidate appears not to
understand a question/instruction,
provision is made in the frame for
back-up support to be given
 • the examiner can vary their
response to answers (‘Good’,
‘Right’, etc.) in a natural manner.
When a candidate does not appear to
understand an instruction or question, the
examiner can:
• repeat a question more slowly
• ask a back-up question
• point at the relevant item in a picture
• or, if these do not produce the
desired response, supply the answer
and move on.
The interlocutor frame, however, does not
allow as much flexibility as would usually be
needed to make the interview completely
natural. Examiners should bear in mind that
the main purpose of the interview is to get a
good and fair sample of the candidate’s
language ability, rather than to have a
completely natural conversation.
The interlocutor frame should be visible to
the examiner at all times, but should not
distract or worry the candidate, so it is best
to place the examiner booklet to the side,
away from the candidate. The candidate’s
booklet should be closed until ready for use.
The examiner booklet also contains reduced
versions of the pictures in the candidate’s
booklet to allow the examiner to check that
they are using the correct interlocutor frame
for the test they have selected.
Candidate booklet
Each examiner has a candidate booklet,
which is valid for one year. The booklet
contains 10 sets of material, from which the
examiner can select freely, either in order to
enhance security (candidates from the same
centre use different material); or to allow for
a greater degree of localisation (any set
which is less suitable for the local context is
not used).
3.4 Assessment
3.4.1 Assessment Criteria
Marks should be awarded with reference to
the Assessment Scales, and in accordance
with the standards set by the standardisation
video for the level. Examiners need to be
very familiar with the Assessment Scales
before they start examining.
The assessment is based on three criteria,
each with a six-point scale which is defined
in terms of candidate behaviour. The scale
descriptors are reproduced on page 17.
1 Vocabulary and Grammar
Range
Refers to the degree to which candidates
have the vocabulary to deal with the test
tasks. As candidates progress from Pre A1
Starters to A2 Flyers they will make
increasing use of a greater variety of words
and grammatical forms.
Control
Refers to the degree to which candidates
can (attempt to) use the simple structures
which are in the syllabus for the three levels.
Complete accuracy, even to score a 5.0 at
A2 Flyers, is not expected, but how far
errors may or may not obscure meaning is
considered.
Extent
Refers to the length of a candidate’s
utterances. This ranges from mostly one-
word responses at Pre A1 Starters,
extending to a mixture of words, phrases
and short, simple sentences at A1 Movers,
to slightly longer and slightly more complex
sentence responses at A2 Flyers.
Cohesion
Refers to a candidate’s ability to join ideas
using simple linkers, starting with ‘and’ at A1
Movers, and rising to, for example, ‘then’
and ‘because’ at A2 Flyers.
15
2 Pronunciation 3.4.2 Range of marks

Individual sounds Each scale has a maximum mark of 5.0,

Refers to the candidate’s ability to although the 0.0 mark is also defined in the
pronounce vowels, diphthongs and Assessment Scales.
consonants. Generally, the candidate should
be intelligible to non-EFL/ESOL specialists 3.4.3 Assessment Procedure
even if the candidate has a strong or
unfamiliar accent. Scoring is impressionistic and relates to the
candidate’s performance over the whole
Stress test. The examiner should not make any
Refers to the emphasis laid on a syllable or notes during the test, but should mark three
word. scores as soon as the candidate leaves the
room.
Intonation
Refers to the way the voice rises and falls to The Examiner’s ID, the level of the exam
convey the candidate’s mood, or to support taken and the test used must also be
meaning. The aim is to give examiners an entered correctly on the candidate mark
indication of the type of phonological sheet.
features expected. In particular, some A2
Flyers tasks require candidates to ask
questions, which is why a reference to
question intonation in the 3.0 and 5.0
descriptors is included in the scales. A1
Movers 5.0 descriptors also include
intonation, as candidates will be beginning to
make use of this feature at this stage.

3 Interaction

Reception/Responding
Refers to replying or reacting to what the
examiner has said. The reception and
responding scale is designed to assess the
candidate’s ability to understand the
examiner and to respond appropriately.

Support required
Refers to the degree of support from the
examiner needed by the candidate at each
level and for each band.

Fluency/Promptness
Refers to aspects of interaction which are
relevant and appropriate to the task, ranging
between overall fluidity of expression and
generally unable to sustain speech. The
scales account for the fact that typical
performances at all three levels are
characterised by hesitation and pauses.

16
3.4.4 A1 Movers Speaking
A1 Movers 0 1
Vocabulary • Uses the vocabulary
required to attempt some
and grammar test tasks.
• Attempts a few simple
Range utterances but makes
Control some basic mistakes which
Extent may obscure meaning.
Cohesion • Generally responds at
word level but may also
produce phrases.
• Can join words with simple
linkers (e.g. and).
Pronunciation • Sometimes may be difficult
to understand.
Individual sounds
Stress
Intonation
Performance does not satisfy the Band 1 descriptor.
Interaction • Responds appropriately to
some instructions,
questions and visual
Reception/Responding
prompts although frequent
Support required
Fluency/Promptness support may be required.
• May attempt to ask for
support if required.
• There is hesitation and
pausing mid-utterance,
responses may be delayed
or halting.
Pronunciation: If candidate produces some language, but insufficient language to make a confident judgement about pronunciation (e.g. just a couple of words), maximum score
that can be awarded is 3.0, regardless of quality of pronunciation.
Assessment Scales
2 3
• Uses the vocabulary
required to deal with most
test tasks.
• Produces some simple
structures but makes some
basic mistakes which may
obscure meaning.
• Generally responds at word
or phrase level but may
also produce some longer
utterances.
• Can join ideas with a few
simple linkers (e.g. and).
• Is mostly intelligible
although some sounds may
be unclear.
• Has limited control of word
stress.
• Responds appropriately to
instructions, questions and
visual prompts although
some support is required.
• Is able to ask for support if
required.
• Often responds promptly
although there may be
hesitation and pausing
mid-utterance.
Some features of 3.0 and some features of 1.0 in approximately equal measure.
4 5
• Uses the vocabulary required
to deal with all test tasks.
• Uses some simple structures
correctly but makes some
mistakes, although meaning is
generally clear.
• Responds at word, phrase or
longer utterance level.
• Can join ideas with some
simple linkers (e.g. and, but,
then, when).
• Is mostly intelligible.
• Has limited control of word
stress and intonation.
• Responds appropriately to
instructions, questions and
visual prompts and very little
support is required.
• Is able to ask for support if
required.
• Almost always responds
promptly although there
may be hesitation and some
pausing mid-utterance.
Some features of 3.0 and some features of 5.0 in approximately equal measure.
17
4 A2 Flyers
4.1 The Level of A2 Flyers
A2 Flyers is the third level of Cambridge
English Qualifications for schools. It is
designed for candidates who have a
vocabulary of around 1300 words. A typical
A2 Flyers candidate is likely to be aged 10 to
12, although children under 10 can also take
the test.
A2 Flyers is set at a similar proficiency level
to that of Key for Schools and Key, and thus
provides a suitable link between tests that
are aimed at young learners, and those
which are aimed at teenagers and adults.
4.2 A2 Flyers Speaking Test
Format and Timing
One examiner assesses one candidate at a
time, using picture-based tasks which
require a range of responses. The exact
length of the test depends on the confidence
with which the candidate responds, and the
amount of support they need.
There is no set duration for each part of the
test or for the test as a whole. However, in
order to ensure fairness to all candidates,
examiners should ensure that the test lasts
approximately 7 to 9 minutes. Tests where
candidates require more support will usually
require more time, but examiners should
take care not to allow pauses to become so
long that this unsettles the candidate.
The test has four sections. The first three
tasks are picture based, and in each case
the examiner provides an example so that
the procedure itself is clear. The fourth task
involves open questions and is not picture
based. A summary of the A2 Flyers
Speaking test is given on page 28.
Part 1 Find the Differences
After a short exchange which serves as an
ice-breaker and is not assessed, the
examiner opens the candidate’s booklet at a
picture and places this in front of the
18
candidate. The examiner then briefly points
to a similar picture in the examiner’s booklet,
and identifies one difference between the
two pictures. They then make clear
statements about the examiner’s picture and
instruct the candidate to identify differences
in the candidate’s picture (there are six).
Unlike the procedure for the similar task in
A1 Movers, only one of the two pictures is
given to the child, although a child who
needs support may on occasion refer to the
examiner’s picture.
Part 2 Information Exchange
The examiner turns to the next page in the
candidate’s booklet, points to the first set of
question cues and information, and then
asks the child questions to elicit answers.
The situation is then reversed: the examiner
points to the second set of question cues
and the child uses these to ask similar
questions of the examiner.
Part 3 Picture Story
The examiner turns to the next page in the
examiner’s booklet and shows the candidate
a sequence of five pictures with a title and
character names. They tell the candidate the
name of the story and describe what is
happening in the first picture. They then
instruct the child to finish telling the story.
This is the same task as in A1 Movers,
except that there are five, rather than four,
pictures.
Part 4 Personal Questions
The examiner closes the candidate’s booklet
and asks the child a few questions about
him/herself. After this, the examiner thanks
the candidate and the test ends.
4.3 Test Materials
The A2 Flyers Speaking test materials
consist of:
Examiner booklet
The examiner booklet contains the
interlocutor frame for each test. This is a
script for the examiner to follow throughout
the test. It is designed to make sure that
candidates within the same centre, at
different centres, and in different countries,
are all assessed consistently. However,
there is a limited amount of flexibility in the
script, as follows:
• if the candidate appears not to
understand a question/instruction,
provision is made in the frame for
back-up support to be given
• the examiner can vary their response
to answers (‘Good’, ‘Right’, etc.) in a
natural manner.
When a candidate does not appear to
understand an instruction or question, the
examiner can:
• repeat a question more slowly
• ask a back-up question
• point at the relevant item in a picture
• or, if these do not produce the
desired response, supply the answer
and move on.
The interlocutor frame, however, does not
allow as much flexibility as would usually be
needed to make the interview completely
natural. Examiners should bear in mind that
the main purpose of the interview is to get a
good and fair sample of the candidate’s
language ability, rather than to have a
completely natural conversation.
The interlocutor frame should be visible to
the examiner at all times, but should not
distract or worry the candidate, so it is best
to place the examiner booklet to the side,
away from the candidate. The candidate
booklet should be closed until ready for use.
The examiner booklet also contains reduced
versions of the pictures in the candidate’s
booklet to allow the examiner to check that
they are using the correct interlocutor frame
for the test they have selected.
Candidate booklet
Each examiner has a candidate booklet,
which is valid for one year. The booklet
contains 10 sets of material, from which the
examiner can select freely, either in order to
enhance security (candidates from the same
centre use different material); or to allow for
a greater degree of localisation (any set
which is less suitable for the local context is
not used).
4.4 Assessment
4.4.1 Assessment Criteria
Marks should be awarded with reference to
the Assessment Scales, and in accordance
with the standards set by the standardisation
video for the level. Examiners need to be
very familiar with the Assessment Scales
before they start examining.
The assessment is based on three criteria,
each with a six-point scale which is defined
in terms of candidate behaviour. The scale
descriptors are reproduced on page 21.
1 Vocabulary and Grammar
Range
Refers to the degree to which candidates
have the vocabulary to deal with the test
tasks. As candidates progress from Pre A1
Starters to A2 Flyers they will make
increasing use of a greater variety of words
and grammatical forms.
Control
Refers to the degree to which candidates
can (attempt to) use the simple structures
which are in the syllabus for the three levels.
Complete accuracy, even to score a 5.0 for
A2 Flyers, is not expected, but how far
errors may or may not obscure meaning is
considered.
Extent
Refers to the length of a candidate’s
utterances. This ranges from mostly one-
word responses at Pre A1 Starters,
extending to a mixture of words, phrases
and short, simple sentences at A1 Movers,
19
to slightly longer and slightly more complex
sentence responses at A2 Flyers.
Cohesion
Refers to a candidate’s ability to join ideas
using simple linkers, starting with ‘and’ for
A1 Movers, and rising to, for example, ‘then’
and ‘because’ at A2 Flyers.
2 Pronunciation
Individual sounds
Refers to the candidate’s ability to
pronounce vowels, diphthongs and
consonants. Generally, the candidate should
be intelligible to non-EFL/ESOL specialists
even if the candidate has a strong or
unfamiliar accent.
scales account for the fact that typical
performances at all three levels are
characterised by hesitation and pauses.
4.4.2 Range of marks
Each scale has a maximum mark of 5.0,
although the 0.0 mark is also defined in the
Assessment Scales.
4.4.3 Assessment Procedure
Scoring is impressionistic and relates to the
candidate’s performance over the whole
test. The examiner should not make any
notes during the test, but should mark three
scores as soon as the candidate leaves the
room.

Stress The Examiner’s ID, the level of the exam

Refers to the emphasis laid on a syllable or taken and the test used must also be
word. entered correctly on the candidate mark
sheet.
Intonation
Refers to the way the voice rises and falls to
convey the candidate’s mood, or to support
meaning. The aim is to give examiners an
indication of the type of phonological
features expected. In particular, some A2
Flyers tasks require candidates to ask
questions, which is why a reference to
question intonation in the 3.0 and 5.0
descriptors is included in the scales.

3 Interaction

Reception/Responding
Refers to replying or reacting to what the
examiner has said. The reception and
responding scale is designed to assess the
candidate’s ability to understand the
examiner and to respond appropriately.

Support required
Refers to the degree of support from the
examiner needed by the candidate at each
level and for each band.

Fluency/Promptness
Refers to aspects of interaction which are
relevant and appropriate to the task, ranging
between overall fluidity of expression and
generally unable to sustain speech. The

20
4.4.4 A2 Flyers Speaking Test Assessment Scales

A2 Flyers 0 1 2 3 4 5
Vocabulary • Uses the vocabulary required • Uses the vocabulary required • Uses a range of vocabulary to
to deal with some test tasks. to deal with most test tasks. deal with all test tasks.
and grammar • Attempts some simple • Uses some simple structures • Uses a range of simple
structures but makes some correctly but makes some structures and, although there

measure.
measure.
Range basic mistakes which may mistakes, although meaning is are some mistakes, meaning is
Control obscure meaning. generally clear. clear.
Extent • Generally responds at word • Responds at word, phrase or • Responds at word, phrase or
Cohesion or phrase level but may also longer utterance level. longer utterance level.
produce longer utterances. • Can join ideas with some • Can join ideas with a range of
• Can join ideas with a few simple linkers (e.g. and, but, simple linkers (e.g. and, but,
simple linkers (e.g. and). when, then). when, then, because).

Pronunciation • Is mostly intelligible although • Is mostly intelligible. • Is mostly intelligible.

some sounds may be unclear. • Has limited control of word • Has some control of stress and
Individual sounds • Has limited control of word stress and intonation. intonation at both word and
Stress stress. longer utterance levels.
Intonation

Interaction • Responds appropriately to • Responds appropriately to • Responds appropriately to all

Performance does not satisfy the Band 1 descriptor.

some instructions, questions almost all instructions, instructions, questions and
and visual prompts with questions and visual prompts visual prompts and very little
Reception/Responding
some support. and little support is required. support is required.
Support required
Fluency/Promptness • May attempt to ask for • Is able to ask for support if • Is able to ask for support if
support if required. required. required.
• Often responds promptly • Almost always responds
• Responds promptly with only
although there may be promptly although there may
Some features of 3.0 and some features of 1.0 in approximately equal
Some features of 3.0 and some features of 5.0 in approximately equal

natural hesitation and pausing.

hesitation and pausing mid- be hesitation and some
utterance. pausing mid-utterance.

Pronunciation: If candidate produces some language, but insufficient language to make a confident judgement about pronunciation (e.g. just a couple of words), maximum
score that can be awarded is 3.0, regardless of quality of pronunciation.

21
5 Marking Procedure the name should be entered next to the
boxes instead.

The examiner should circle one number for

5.1 Examiners each criterion, using a pen.

Examiners must be thoroughly familiar with: Completed mark sheets must be kept secure
during the examining session. They should
• the level of the Speaking test they then be handed to the Centre Exams
are examining Manager/Examinations Supervisor.

• the assessment criteria (Pre A1
Starters, page 11, A1 Movers, page
15, A2 Flyers, page 19)
• the Assessment Scales (Pre A1
Starters, page 13; A1 Movers, page
17; A2 Flyers, page 21)
• the certification videos.
The following sections on the mark sheet
should be completed as instructed here:
Examiner ID
The examiner should fill in his/her Examiner
ID. This should be checked with the Centre
Exams Manager/Examinations Supervisor if
the examiner is unsure about it.

Examiners must ensure that all three Examination

marks have been recorded before
starting the next test. At the end of the The examiner writes in the name of the
examining session, examiners must check exam if it is not already there.
that all mark sheets have been fully
completed. Test set used
Examiners must not divulge marks to The examiner selects which test to use for
anyone, and no separate record of marks each child and ticks the appropriate box.
is to be kept.
Marks awarded
5.2 Mark Sheet Completion
The examiner circles one number for each
The Centre Exams Manager/Examinations criterion.
Supervisor completes and checks the first
five items:

1. Candidate Number

2. Candidate Name (both First Name and

Family Name)

3. Centre Number

4. Exam Title

5. Exam Details

The examiner completes the following

information: Speaking Test Date, Assessor
Number, Test used and marks. If the
examiner has not yet been issued with an
Examiner ID number by Cambridge English,

22
5.3 Sample Speaking Examiner’s Mark Sheet

Speaking Mark Sheet

Candidate Number: 0001

Candidate Name: Test1

Centre Number: GB599

Exam Title: Cambridge English: Starters

Exam Details: Speaking

Absent/Withdrawn:

Test Details

d d m m
Speaking Test Date:

Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:

Marks Awarded (please circle)

YLES-S-Vocabulary 0.0 1.0 2.0 3.0 4.0 5.0

YLES-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0

YLES-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0

For Office Use

Key Status Keyed Once Name:

23
 Speaking Mark Sheet

Candidate Number: 0001

Candidate Name: Test1

Centre Number: GB599

Exam Title: Cambridge English: Movers

Exam Details: Speaking

Absent/Withdrawn:

Test Details

d d m m
Speaking Test Date:

Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:

Marks Awarded (please circle)

YLEM-S-Vocabulary and grammar 0.0 1.0 2.0 3.0 4.0 5.0

YLEM-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0

YLEM-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0

For Office Use

Key Status Keyed Once Name:

24
 Speaking Mark Sheet

Candidate Number: 0001

Candidate Name: Test1

Centre Number: GB599

Exam Title: Cambridge English: Flyers

Exam Details: Speaking

Absent/Withdrawn:

Test Details

d d m m
Speaking Test Date:

Assessor's Number:
1 2 3 4 5 6 7 8 9 10
Test used:

Marks Awarded (please circle)

YLEF-S-Vocabulary and grammar 0.0 1.0 2.0 3.0 4.0 5.0

YLEF-S-Pronunciation 0.0 1.0 2.0 3.0 4.0 5.0

YLEF-S-Interaction 0.0 1.0 2.0 3.0 4.0 5.0

For Office Use

Key Status Keyed Once Name:

25
6 Summary of the Speaking Tests

6.1 Pre A1 Starters

Examiners Authorised Cambridge English Speaking Examiners with specific

training for Pre A1 Starters

Examiner – 1:1
candidate ratio

Other staff Usher, who speaks the candidate’s L1 (could be the teacher),
Examinations Supervisor and/or Centre Exams Manager

Rooms required Test room, waiting room, space outside test room for next
candidate to wait

Timing Approximately 3–5 minutes

Format 4 parts

Part 1 Instructions to point to items in scene picture

Instructions to move object cards to various places on scene picture

Part 2 Questions about items in scene picture

Part 3 Questions about object cards, leading to personalised questions

Part 4 Personal questions without picture prompts

Interlocutor frame This is a script for examiners to follow and it is used in all parts of
the test.

Test materials The candidate’s booklet contains 10 tests; each test includes:

A3 scene picture
8 object cards

The examiner’s booklet contains the interlocutor frames for the 10

tests, and copies of the pictures in the candidate’s booklet.
Materials are printed in colour, and each pack is live for one year.

26
Assessment Marking on 3 scales: vocabulary, pronunciation, and interaction.
Each scale has 6 points (0.0–5.0), so the maximum total score is
15.

Result Marks of up to 15 are banded into 5 levels. On the Certificate this

result is reported separately from the Reading/Writing and Listening
results.

6.2 A1 Movers

Examiners Authorised Cambridge English Speaking Examiners with specific

training for A1 Movers

Examiner – 1:1
candidate ratio

Other staff Usher, who speaks the candidate’s L1 (could be the teacher),

Examinations Supervisor and/or Centre Exams Manager

Rooms required Test room, waiting room, space outside test room for next
candidate to wait

Timing Approximately 5–7 minutes

Format 4 parts

Part 1 Find differences between two pictures

Part 2 Tell a story based on 4 pictures

Part 3 Find the odd-one-out in 3 picture sets, and justify choice

Part 4 Answer questions about self

27
Interlocutor frame This is a script for examiners to follow and it is used in all parts of
the test.

Test materials The candidate’s booklet contains 10 tests; each test includes:

2 Find the Differences pictures

Picture Story sequence

Page of ‘odd-one-out’ pictures

The examiner’s booklet contains the interlocutor frames for the 10

tests, and copies of the pictures in the candidate’s booklet.
Materials are printed in colour, and each pack is live for one year.

Assessment Marking on 3 scales: vocabulary and grammar, pronunciation, and

interaction. Each scale has 6 points (0.0–5.0), so the maximum total
score is 15.

Result Marks of up to 15 are banded into 5 levels. On the Certificate this

result is reported separately from the Reading/Writing and Listening
results.

6.3 A2 Flyers

Examiners Authorised Cambridge English Speaking Examiners with specific

training for A2 Flyers

Examiner – 1:1
candidate ratio

Other staff Usher, who speaks the candidate’s L1 (could be the teacher),
Examinations Supervisor and/or Centre Exams Manager

Rooms required Test room, waiting room, space outside test room for next
candidate to wait

28
Timing Approximately 7–9 minutes

Format 4 parts

Part 1 Find differences between own and examiner’s pictures

Part 2 Give and ask for information

Part 3 Tell a story based on 5 pictures

Part 4 Answer questions about self

Interlocutor frame This is a script for examiners to follow and it is used in all parts of
the test.

Test materials The candidate’s booklet contains 10 tests; each test includes:

1 Find the Differences pictures

1 Information Exchange sheets

1 Picture Story sequence

The examiner’s booklet contains the interlocutor frames for the 10

tests, the alternative Find the Difference picture, Information
Exchange, plus copies of the other tasks in the candidate’s booklet.
Materials are printed in colour, and each pack is live for one year.

Assessment Marking on 3 scales: vocabulary and grammar, pronunciation, and

interaction. Each scale has 6 points (0.0–5.0), so the maximum total
score is 15.

Result Marks of up to 15 are banded into 5 levels. On the Certificate this

result is reported separately from the Reading/Writing and Listening
results.

29
Appendix 1: Frequently Expected Response column. Here this
would be: ‘Is the ball going in the sea?’
Asked Questions However, examiners should be careful not to
undermine a candidate’s confidence by
spending too long trying to get an answer to
The following questions and answers are
a question. It might be better to simply give
intended as a guide on how to deal with
the candidate the answer and move on.
some unexpected candidate responses.
This list was compiled after consultation
Examiners should not attempt to amend the
with PSLs and TLs. However, the list is not
frame during the test if this is not suggested
exhaustive, so examiners should consult
by the use of italics, i.e. they should not
their Team Leader if further guidance is
change the question from ‘Tell me about
needed.
your favourite sports person.’ to ‘Tell me
about your PE teacher.’ Changes to the
What should examiners do when:
frame mean that the reliability and fairness
of the test are affected. Examiners are also
1. … questions about family could be
likely to use words which are not on the
upsetting for the candidate?
word list, and which may not be familiar to all
candidates.
Questions about family are included in the
Pre A1 Starters, A1 Movers and A2 Flyers
4. … the candidate sees the picture in a
Speaking test materials, as this is a relevant
different way to how it is described in
topic for most children and one that features
the interlocutor frame?
in many young learner course materials.
However, in order to prevent distress to
If a child is able to complete e.g. the Find the
candidates who have suffered a
Differences task in A1 Movers without
bereavement or who are experiencing family
difficulty, but uses e.g. ‘clothes’ for ‘towel’,
difficulties, examiners should be told about
the examiner should not correct this. This
this before the test. An appropriate set of
sort of error is unlikely to lead the child into
materials which does not include questions
making further errors, and unnecessary
about family should be used. Examiners
correction here could have a negative effect
should refer to the contents page at the start
on the child’s confidence.
of the examiner’s booklet for a list of
personal questions used in each test.
However, in Pre A1 Starters Part 3, the two
follow-up questions depend on the answer to
2. … the candidate does not know a
the first question, so the correct word needs
word?
to be established. So for instance, if a child
says ‘TV’ where the picture shows a
If the candidate asks, for example, ‘What’s
computer, the examiner should establish the
this?’ as he/she doesn’t know the word for
correct word by using the back-up question,
something in a picture, the examiner should
e.g. ‘Is it a computer?’
supply the child with the word. Support with
unknown words can also be given by using
5. … the candidate comes up with an
the back-up questions. However, if support
unexpected answer in Part 3 of A1
needs to be given frequently, then this
Movers?
should be reflected in the marks awarded.
The ‘odd-one-out’ task allows the child to
3. … the candidate cannot answer
answer at word or phrase level, and so is
either the question or the back-up
achievable by candidates of differing
question?
abilities. Problem-solving tasks also provide
candidates with a real need to communicate.
If the candidate is unable to respond to the
However, this is not an intelligence test, and
back-up question e.g. ‘Where is the ball
the child should not be considered to have
going?’ the examiner can ask a Yes/No
given the ‘wrong’ answer if they describe
question based on the language in the
another difference to the one given in the

30
back-up question. This is because children
often see the world in different ways.
6. … the candidate answers a Pre A1
Starters object card question using a
different word to the one on the
interlocutor frame?
For example, the examiner asks, ‘What’s
this?’ and the child answers ‘bicycle’, not
‘bike’. The examiner should ask the follow-
up questions using the word that the child
has used, e.g. ‘Do you have a bicycle?’ not
‘Do you have a bike?’
7. … the candidate starts telling the
story from the first picture and
repeats what the examiner has said?
This is a common response, and candidates
should not be stopped from describing the
first picture, as this may affect their
confidence. The scaffolding provided by the
examiner’s description of the first picture is a
useful prompt and often helps the child to
undertake the task successfully. Children
often view stories as a whole and therefore
want to tell the story from start to finish.
8. … the candidate tells the story using
present simple or past simple, not
present continuous as is given in the
interlocutor frame?
The response column is intended as a
guide, so candidates who complete this task
using other appropriate language forms
should be given credit for this. In practice,
children tend to use more ‘here and now’
present tenses to tell the story. The ability to
use past structures accurately when telling a
story requires a greater degree of
grammatical control than is needed to do
well in the Pre A1 Starters, A1 Movers or A2
Flyers exams.
9. … the candidate develops the story
in a different way to that suggested
by the title?
In their introduction to the task, the examiner
reads out the title for the story. However,
what the candidate says does not have to
follow on from this title: they can develop the
story as they wish. SEs should remember
that candidates do not have to produce a full
narrative; they could simply describe each
picture in sequence.
10. … some questions appear more
difficult than others?
Tasks in the exams are constructed using
vocabulary taken from the word lists (which
are published in the handbook, and available
on the Cambridge English Qualifications
website). The word lists contain high-
frequency items we would expect young
learners to know. Care is taken to base
tasks only on scenarios that would be
familiar to young learners and all questions
are trialled on young candidates by
experienced examiners before they are used
in live tests.
11. … they become aware of any special
circumstances that might affect
candidate performance, e.g. colour-
blindness?
SEs should be informed in advance by the
Centre Exams Manager of any temporary or
permanent disability that might affect a
candidate’s performance, and supplied with
modified material, if this is required.
If an examiner becomes aware of a disability
that they have not been advised of, they
should continue with the exam in the normal
way as far as possible. At the end of the
exam session, they should report their
concern, with full details of the candidate, to
the Centre Exams Manager or Examinations
Supervisor, who will then forward a written
report to Cambridge English, where all the
candidate’s marks for the exam will be
reviewed and a compensatory tariff applied,
if this is thought to be appropriate.
12. … the candidate is unable to talk
about the personal topic in A2 Flyers,
Part 4?
A2 Flyers Part 4 always begins with a
discussion of the type, ‘Let’s talk about …’
– and the candidate always has an initial
choice of answers. The topics for the
personal questions are chosen from a (very
limited) list which appears in the handbook.
31
These topics and questions are (of course)
trialled.

However, it might be possible that a topic is

not a productive one with a particular
candidate. For example, if a set of A2 Flyers
personal questions are based around
shopping, a candidate may say, ‘I don’t like
shopping’ in response to the question ‘When
do you go shopping?’ The following
questions, e.g. ‘How do you go to the
shops?’, therefore have no communicative
value. In this case, the examiner should
choose another topic from another test.
Part 4 topics are listed on the Contents page
of the Examiner pack for this purpose.

Examiners should always be aware of the

Part 4 topics available in a test pack as
some personal questions, e.g. relating to
family circumstances, may be uncomfortable
for some candidates. Of course, examiners
should be informed in advance by centres if
there are topics to be avoided with individual
candidates.

13. … the candidate produces American

English vocabulary that isn’t in the
expected answer column?

American English vocabulary is perfectly

acceptable, for example ‘truck’ when the
expected response is ‘lorry’.

14. … interpreting and applying

assessment descriptors? What
constitutes ‘some basic mistakes’
(Vocabulary and grammar)? What
constitutes ‘some support’
(Interaction)?

As candidates produce so little language, it

is difficult to be more precise and give more
examples to support the assessment
descriptors. Guidance on how the
descriptors should be interpreted and
applied is, of course, given in the
standardisation film clips and commentaries.

We are confident that the scales are able to

provide an accurate measurement of
candidates’ abilities and that the examiners’
understanding of the descriptors, as
demonstrated in the marks they award, is
consistent.

32
Appendix 2

GUIDELINES FOR ADULTS CONDUCTING SPEAKING

TESTS WITH MINORS

DO
• give candidates as much encouragement as possible.

• create a relaxed, informal and friendly atmosphere.

• listen to what they say.

• keep a physical and professional distance.

• be aware of the effect that your words and actions may have.

• be approachable.

• appear alert, co-operative and open-minded.

DON’T
• stray from the task in the specification.

• be unnecessarily inquisitive.

• do or say anything that might make a candidate feel uncomfortable.

• say things that could be interpreted as aggressive, hostile or impatient.

• be drawn into personal conversations or introduce personal subjects.

• make comments that could be misinterpreted, such as about their appearance.

• sit or stand too close to the candidate.

• stand over the candidate, as this may make them feel pressured.

• exchange personal contact details.

N.B. This guidance should be interpreted within the guidelines for conducting the test in
question. Interlocutors should not deviate from the interlocutor frame or standard test
procedure. Where possible, centres will endeavour to timetable tests involving minors in
rooms with glass panels in the doors.

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36
 Instructions to Speaking Examiners

Pre A1 Starters
A1 Movers
A2 Flyers

From 2018

Instructions to Speaking Examiners

Pre A1 Starters, A1 Movers and A2 Flyers
This material is STRICTLY CONFIDENTIAL and
Copyright © UCLES 2018 | CER/6008/7Y08 *5554654378* must be kept under tight security at all times.

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