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candidates, therefore, found it more difficult either to sustain their  long turn for one minute, or to
express their ideas effectively. (See  Recommendations .)
Part 2 task types consisted of the following: compare, contrast and speculate; describe, speculate
and eliminate.
Part 3
This collaborative task gives both candidates the opportunity to negotiate and co-operate with each
other, discussing the allotted task fully, openly and clearly. (See  Recommendations .) Candidates
who perform well are those who do not merely agree with their partner but who express their own
views and opinions, or develop their partner s comments. Well-prepared candidates are often able
to generate more ideas, thus producing a more varied sample of language with a wider range of
structures and vocabulary, and avoiding unproductive silences.
Stronger candidates made use of the visuals (without itemising each one for its own sake, or
making repeated reference to them), by including them naturally in their discussion, and giving
valid reasons for evaluating, accepting or rejecting them.
Candidates who listened carefully and followed instructions, who showed they could handle a
range of structures and vocabulary, and took the task seriously, performed well. Those who
performed less well had not listened to the instructions carefully and occasionally ran out of ideas,
forgetting what they had been asked to do, or they simply did not take the task seriously enough.
Part 3 task types consisted of the following: discuss, evaluate and select; discuss, speculate and
select.
Part 4
By this stage of the Speaking test, candidates are usually relaxed and more confident and most
were able to contribute to the discussion with some authority. The Interlocutor may draw out a
more reticent or apparently less able candidate to redress any perceived imbalance in candidate
contributions. Candidates, however, should not assume that they have under-performed if the
Interlocutor begins Part 4 by addressing the first question to them. Candidates rarely  dried up at
this stage; some even appeared eager to continue the discussion, although the Interlocutor was
tactfully trying to draw the test to a close. Examiners are provided with a range of questions, both
to ensure test security, and to provide ample opportunities for candidates to show what they can
do.
" Comments on Released Test Materials
Part 1
Candidates find the first section of Part 1 a relaxing start to the test and have few problems
answering these questions. Occasionally, however, they experience more difficulty asking each
other questions, as they are required to do in the second section. Candidates who handled this
section well did not merely repeat the words of the prompt question but formulated their own
question. For example, when told:
 Now I d like you to ask each other something about what things you hope to achieve in the
future.
© UCLES 2004 0151 24
they did not merely repeat:
 What things do you hope to achieve in the future?
but produced questions like:
 What plans do you have for the future?
 What are you planning to do in the next few years?
Candidates who performed well in the third section of Part 1 were able to answer quickly and
confidently. For example, when asked:
 What have you enjoyed/disliked most about studying English?
they did not merely reply:
 Well, I & .er .. enjoyed the class.
then stop, but produced a more extended response, e.g.
 Well, I really enjoyed the class I was in. We had a very good teacher, and there was a
friendly atmosphere during the lessons. We learned a lot, too.
Part 2
A head for heights (compare, contrast and speculate)
In this task, candidates were each given the same set of pictures to look at. The pictures showed
photographs taken from high places. Candidate A was asked to compare and contrast two or three
of the situations, saying how the people might be feeling and how difficult it might have been to
take the photographs.
Candidates who did well did not merely describe what the photographs showed, but compared and
contrasted the pictures in terms of how the people might be feeling and the difficulty of taking the
photographs. For example [when talking about the picture in the bottom left-hand corner]:  In this [ Pobierz całość w formacie PDF ]

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