New language test requirements for UK visas and immigration Visit www.cambridgeenglish.org for more information International Certificate in Financial English (ICFE) CEFR Levels B2 – C1 Handbook for Teachers Content and overview Paper/timing Content Test focus Part Multiple-choice cloze, with an emphasis on lexis Part Open cloze, with an emphasis on structure Part Word formation, with an emphasis on lexis Part A text preceded by multiple-matching questions Part A text from which sentences have been removed and placed in jumbled order after the text Part A text followed by four-option multiple-choice questions Part One question requiring the production of a letter Part One question requiring the production of a short report Part Three short unrelated extracts from monologues or exchanges between interacting speakers, each followed by two three-option multiple-choice questions LISTENING Part Approximately 40 minutes A text involving interacting speakers, followed by three-option multiple-choice questions Part A sentence completion task based on a monologue Part Five short related extracts from monologues followed by two multiple-matching tasks Part The candidates are asked to talk about themselves by responding to the interlocutor’s questions Part Each candidate in turn is given a choice of two topics with accompanying written prompts They select one of the topics and give a short presentation for about one minute The second candidate responds as instructed Part The candidates talk together, working towards a negotiated completion of a task Part The interlocutor leads a discussion with the two candidates READING hour 15 minutes WRITING hour 15 minutes SPEAKING 16 minutes Candidates are expected to be able to apply their knowledge of the language system to complete tasks based on finance and accounting-related texts; read and understand finance and accounting-related texts and demonstrate a variety of reading skills including skimming, scanning, deduction of meaning from context, and selection of relevant information to complete tasks Candidates are expected to be able to complete writing tasks covering a range of finance and accounting-related topics, in response to the stimuli provided and for a given purpose and target reader Candidates are expected to be able to understand a variety of listening texts, showing understanding of gist, detail and the attitude of the speaker They must also be able to identify and interpret the context Texts take the form of recordings of discussions, meetings, interviews, announcements, broadcasts, etc in the context of finance and accounting Candidates are expected to be able to perform a variety of spoken tasks on finance and accounting-related topics They must be able to demonstrate a range of oral skills: interactional, social, transactional, negotiation and collaboration contents Preface This handbook is for teachers who are preparing candidates for Cambridge English: Financial, also known as International Certificate in Financial English (ICFE) The introduction gives an overview of the exam and its place within Cambridge ESOL This is followed by a focus on each paper and includes content, advice on preparation and example papers If you need further copies of this handbook, please email ESOLinfo@CambridgeESOL.org Contents About Cambridge ESOL2 The world’s most valuable range of English qualifications2 Paper Writing19 General description19 Key features of Cambridge English exams2 Structure and tasks19 Proven quality2 The two parts of the Writing paper20 Introduction to Cambridge English: Financial3 Preparation20 Who is the exam for?3 Who recognises the exam?3 Sample paper22 Assessment of Writing23 What level is the exam?3 Sample scripts with examiner comments27 Exam content and processing3 Paper Listening33 A thorough test of all areas of language ability4 International English4 Marks and results4 Certificates4 Exam support4 Support for teachers5 Support for candidates5 Paper Reading7 General description7 Structure and tasks7 The six parts of the Reading paper8 Preparation9 Sample paper11 Answer key17 Candidate answer sheet18 General description33 Structure and tasks33 The four parts of the Listening paper34 Preparation34 Sample paper36 Answer key42 Candidate answer sheet43 Paper Speaking44 General description44 Structure and tasks44 The four parts of the Speaking test45 Preparation45 Sample paper47 Assessment of Speaking50 Glossary of testing terms55 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS ABOUT CAMBRIDGE ESOL About Cambridge ESOL Cambridge English: Financial, also known as International Certificate in Financial English (ICFE), is developed by University of Cambridge ESOL Examinations (Cambridge ESOL), a not-for-profit department of the University of Cambridge Cambridge ESOL is one of three major exam boards which form the Cambridge Assessment Group (Cambridge Assessment) More than million Cambridge Assessment exams are taken in over 160 countries around the world every year To find out more about Cambridge English exams and the CEFR, go to www.CambridgeESOL.org/CEFR One of the oldest universities in the world and one of the largest in the United Kingdom Departments of the University In addition to our own programmes of world-leading research, we work closely with professional bodies, industry professionals and governments to ensure that our exams remain fair and relevant to candidates of all backgrounds and to a wide range of stakeholders Key features of Cambridge English exams Cambridge English exams: • • Cambridge Assessment: the trading name for the University of Cambridge Local Examinations Syndicate (UCLES) • • Departments (exam boards) are based on realistic tasks and situations so that preparing for their exam gives learners real-life language skills accurately and consistently test all four language skills – Reading, Writing, Listening and Speaking – as well as knowledge of language structure and its use encourage positive learning experiences, and seek to achieve a positive impact on teaching wherever possible are as fair as possible to all candidates, whatever their national, ethnic and linguistic background, gender or disability Proven quality Cambridge ESOL: University of Cambridge ESOL Examinations Provider of the world's most valuable range of qualifications for learners and teachers of English Cambridge International Examinations The world’s largest provider of international education programmes and qualifications for to 19 year olds All our systems and processes for designing, developing and delivering exams and assessment services are certified as meeting the internationally recognised ISO 9001:2008 standard for quality management and are designed around five essential principles: OCR: Oxford Cambridge and RSA Examinations Validity – are our exams an authentic test of real-life English? Reliability – our exams behave consistently and fairly? Impact – does our assessment have a positive effect on teaching and learning? Practicality – does our assessment meet learners’ needs within available resources? Quality – how we plan, deliver and check that we provide excellence in all of these fields One of the UK’s leading providers of qualifications The world’s most valuable range of English qualifications We offer the world’s leading range of qualifications for learners and teachers of English Globally, over million people take our exams each year Cambridge ESOL provides assessments across the full spectrum of language ability We offer examinations for general communication, and professional and academic purposes All of our exams are aligned to the principles and approach of the Common European Framework of Reference for Languages (CEFR) Our commitment to providing exams of the highest possible quality is underpinned by an extensive programme of research and evaluation, and by continuous monitoring of the marking and grading of all Cambridge English exams Of particular importance are the rigorous procedures which are used in the production and pretesting of question papers CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS How these qualities are brought together is outlined in our publication Principles of Good Practice, which can be downloaded free from www.CambridgeESOL.org/Principles introduction to cambridge english: FINANCIAL Introduction to Cambridge English: Financial Who is the exam for? Cambridge English: Financial is for students of finance and accountancy and practising accountants and finance professionals This includes students who are: • • • seeking employment in a finance and accounting context, e.g accounting firms, company departments and government agencies intending to study finance or accountancy where the course includes significant English language content, either in their own country or abroad seeking certification to demonstrate their English language proficiency It includes practising accountants and finance professionals who are: • • • • seeking new employment in an international context seeking promotion within their own organisations learning English as part of a training programme seeking certification to demonstrate their English language proficiency in a finance or accounting context Cambridge English: Financial candidates are expected to be familiar with some finance and accountancy concepts and terminology Who recognises the exam? Cambridge English: Financial is accepted by: French Chamber of Commerce Association of Chartered Certified Accountants (ACCA) Sanofi-aventis PricewaterhouseCoopers HSBC and many more organisations around the world For more information about recognition, go to www.CambridgeESOL.org/recognition The exam is accredited by Ofqual, the statutory regulatory authority for external qualifications in England and its counterparts in Wales and Northern Ireland The UK Border Agency (UKBA) accepts Cambridge English: Financial as meeting the language requirements for Tier 1, and visa applications* * All information accurate as of January 2013 Check the latest requirements at www.UKBA.homeoffice.gov.uk What level is the exam? Cambridge English: Financial is targeted at Levels B2 and C1 of the CEFR What can candidates at Levels B2 and C1? The Association of Language Testers in Europe (ALTE) has developed a framework which covers six levels of language proficiency aligned to the CEFR Long-term research carried out by ALTE has shown what language learners can typically at each level The following table gives some examples of typical ability in the work domain in each of the skill areas at B2 and C1 levels Examples of Can Do statements at Level C1 Reading and Writing Listening and Speaking CAN understand the general meaning of more complex reports CAN follow discussion with only occasional need for clarification CAN, within a reasonably short time, understand most reports that they are likely to come across CAN deal with unpredictable questions CAN, given enough time, write a report that communicates the desired message CAN engage in an extended conversation with colleagues and clients on matters within their authority/competence CAN write most correspondence he/she is likely to be required to CAN argue their case effectively and specify needs precisely Examples of Can Do statements at Level B2 Reading and Writing Listening and Speaking CAN understand the general meaning of non-routine correspondence CAN ask for factual information and understand the answer CAN understand the general meaning of a report even if the topic is not predictable CAN ask questions, for example for clarification, while following a lecture, talk or presentation CAN write a simple report of a factual nature and begin to evaluate, advise etc CAN write non-routine correspondence where this is restricted to matters of fact CAN express own opinion, and present arguments to a limited extent CAN give a simple, prepared presentation on a familiar topic Exam content and processing Cambridge English: Financial is based on realistic texts, tasks and topics similar to those that finance and accounting professionals would expect to encounter in their daily working lives The following list is an illustration of some of the topic areas featured in the exam: • • • • • • • • • • • • • • • • • • • • • • financial reporting company financial strategy risk assessment and analysis auditing ethics and professionalism accounting software packages assets and company valuations budgetary processes corporate governance cost and management accounting environmental and sustainability issues mergers and acquisitions taxation (non-jurisdiction specific) raising capital insurance banking investment banking professional practice the stock market foreign exchange and currency debt-recovery and credit policy bankruptcy and insolvency CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS exam content and processing • • • forensic accounting economic conditions and forecasts pricing and purchasing Please note: this list is not exhaustive and is reviewed at regular intervals to ensure Cambridge English: Financial is up to date and continues to meet the needs of its target users A thorough test of all areas of language ability There are four papers: Reading, Writing, Listening and Speaking Each paper carries 25% of the total marks Detailed information on each test and sample papers follow later in this handbook, but the overall focus of each test is as follows: Certificates If a candidate achieves Level B2 or above, they will receive a certificate This will show one of three grades: C1 Pass with Merit – this indicates good achievement at CEFR Level C1 C1 Pass – this covers the range of ability from a borderline pass to good achievement at Level C1 of the CEFR B2 Pass – this indicates that your ability is within Level B2 of the CEFR Certificates are issued about two weeks after the issue of Statements of Results Reading – hour 15 minutes Special circumstances Candidates need to be able to understand texts from sources such as journals, books and articles related to finance and accounting Cambridge English exams are designed to be fair to all test takers This commitment to fairness covers: Writing – hour 15 minutes Candidates have to show that they can produce two different pieces of writing: a letter of reply in Part and a report in Part • Listening – 40 minutes (approximately) Candidates need to show they understand the meaning of a range of spoken material such as presentations, briefings, discussions and interviews related to finance and accounting • Speaking – 16 minutes Candidates take the Speaking test with another candidate or in a group of three, and are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves • International English English is used in a wide range of international contexts To reflect this, candidates’ responses to tasks in Cambridge English exams are acceptable in all varieties and accents of English, provided they not interfere with communication Materials used feature a range of accents and texts from English-speaking countries, including the UK, North America and Australia US and other versions of spelling are accepted if used consistently Marks and results Cambridge English: Financial gives detailed, meaningful results All candidates receive a Statement of Results Results are reported as three passing grades (C1 Pass with Merit, C1 Pass and B2 Pass) and two failing grades (Narrow Fail and Fail) Statement of Results The Statement of Results outlines: • • • the candidate’s result; this result is based on a candidate’s total score in all four papers a graphical display of a candidate’s performance in each paper (shown against the scale Exceptional – Good – Borderline – Weak) a standardised score out of 100 which allows a candidate to see exactly how they performed Special arrangements These are available for candidates with a permanent or long-term disability Consult the Cambridge ESOL Centre Exams Manager (CEM) in your area for more details as soon as you become aware of a candidate who may need special arrangements Special consideration Cambridge ESOL will give special consideration to candidates affected by adverse circumstances such as illness or bereavement immediately before or during an exam Applications for special consideration must be made through the centre no later than 10 working days after the exam date Malpractice Cambridge ESOL will investigate all cases where candidates are suspected of copying, collusion or breaking the exam regulations in some other way Results may be withheld while they are being investigated, or because we have found an infringement of regulations Centres are notified if a candidate’s results have been investigated Exam support A feature of Cambridge English exams is the outstanding support we offer to teachers and candidates How to order Cambridge English support materials A range of official exam preparation materials for candidates and teachers can be ordered from your local Cambridge University Press representative Details can be found in the ELT section at www.cambridge.org/elt/exams Cambridge Financial English Blended Learning Course (B2) (75% online, 25% classroom = 100 hours) The Cambridge Financial English Blended Learning Course has been developed by Cambridge ESOL and Cambridge University Press to help successfully prepare your learners It is suitable for: • • CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS candidates preparing for the Cambridge English: Financial exam finance professionals or finance students wishing to improve their level of working English exam support About the course: • • • 100-hour course with blend of online and face-to-face or virtual classroom study course split into Reading, Writing, Listening and Speaking modules – 25 hours each classroom activities consolidate online learning www.financialenglish.org/cfe Cambridge English Teacher Developed by Cambridge University Press and University of Cambridge ESOL Examinations (Cambridge ESOL), Cambridge English Teacher provides opportunities for English language teachers to engage in continuing professional development through online courses, sharing best practice and networking with other ELT professionals worldwide through forums and webinars For more information on how to become a Cambridge English Teacher, visit www.CambridgeEnglishTeacher.org Support for candidates Cambridge ESOL website Support for teachers We provide learners with a wealth of exam resources and preparation materials throughout our main website, including exam advice, sample papers and a guide for candidates www.CambridgeESOL.org Teacher Support website This website provides an invaluable, user-friendly free resource for all teachers preparing for our exams It includes: General information – handbook for teachers, sample papers, exam reports, exam dates Detailed information – format, timing, number of questions, task types, mark scheme of each paper Advice for teachers – developing students’ skills and preparing them for the exam Downloadable lessons – a lesson for every part of every paper; there are more than 1,000 in total Forums – where teachers can share experiences and knowledge Careers – teaching qualifications for career progression News and events – what’s happening globally and locally in your area Seminars – wide range of exam-specific seminars for new and experienced teachers, administrators and school directors eMedia page – past Teacher Support newsletters and webinars can be downloaded www.teachers.CambridgeESOL.org Official preparation materials A range of official Cambridge English preparation materials is available from University of Cambridge ESOL Examinations (Cambridge ESOL) and Cambridge University Press Materials include printed and digital resources to support teachers and help learners prepare for their exam Find out more at www.CambridgeESOL.org/exam-preparation Other sources of support materials Coursebooks, practice tests and learning resources are also produced by independent publishers to help prepare candidates for Cambridge English exams We cannot advise on textbooks or courses of study that we not provide, but when you are choosing course materials you should bear in mind that: • • • Cambridge English: Financial requires all-round language ability most coursebooks will need to be supplemented any coursebooks and practice materials you choose should accurately reflect the content and format of the exam www.CambridgeESOL.org/resources/books-for-study CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS exam support Exam sessions Cambridge English: Financial is available every month as a paper-based exam Candidates must be entered through a recognised Cambridge ESOL centre Find your nearest centre at www.CambridgeESOL.org/centres Further information Contact your local Cambridge ESOL centre, or Cambridge ESOL direct (using the contact details on the back cover of this handbook) for: • • • • • copies of the regulations details of entry procedure exam dates current fees more information about Cambridge English: Financial and other Cambridge English exams CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS Paper Reading General description PAPER FORMAT TIMING NO OF PARTS NO OF QUESTIONS TASK TYPES TASK FOCUSES TEXT TYPES LENGTH OF TEXTS ANSWER FORMAT MARKS The paper consists of a range of finance-related texts and accompanying tasks A text may consist of several short pieces hour 15 minutes There are six parts Parts to test candidates’ knowledge and control of the language system Parts to test candidates’ understanding of the meaning of written English at word, phrase, sentence and paragraph level 54 Multiple-choice cloze, open cloze, word formation, multiple matching, gapped text and four-option multiple choice These include semantic precision, grammatical and lexico-grammatical knowledge, affixation and compounds, awareness of text structure, and understanding gist, detail, opinion and implication These include extracts from finance and accounting textbooks and reference books, articles from finance and accounting journals, extracts from company reports and correspondence The texts contain approximately 2,500 words in total Candidates indicate answers by shading a box or writing a word on a machine-readable answer sheet Questions 1–36 carry one mark Questions 37–54 carry two marks Structure and tasks Part TASK TYPE AND FOCUS FORMAT NO OF QS Multiple-choice cloze Lexical (e.g semantic precision, collocations, fixed phrases and linking words/phrases) Two modified cloze texts each containing six gaps and followed by six four-option multiple-choice items 12 Part TASK TYPE AND FOCUS FORMAT NO OF QS Open cloze Grammatical and lexico-grammatical A modified cloze text containing twelve gaps 12 Part TASK TYPE AND FOCUS FORMAT NO OF QS Word formation Lexical (affixation and compounding) Two short texts, each containing six gaps Candidates must form an appropriate word to complete each gap using the given base words 12 Part TASK TYPE AND FOCUS FORMAT NO OF QS Multiple matching Reading for detail and gist A single text divided into four sections, or four related short texts preceded by multiple-matching questions Part TASK TYPE AND FOCUS FORMAT NO OF QS Gapped text Cohesion, coherence, text structure, global meaning A text from which sentences have been removed and placed in jumbled order after the text Candidates must decide from where in the text the sentences have been removed Part TASK TYPE AND FOCUS FORMAT NO OF QS Multiple choice Reading for detail, gist, opinion, implication and referencing A text followed by four-option multiple-choice questions CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS PAPER 3: LISTENING | ANSWER KEY EXAM PAPER| 3LEVEL | LISTENING | PAPER SAMPLE PAPER Answer key Q Part Q Part Q Part Q Part B B 12 (final) dividend 21 E C A 13 recovery 22 B B C 14 exchange rates 23 C A 10 C 15 operating costs 24 F C 11 B 16 opening hours 25 D A 42 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 17 budget 26 C 18 tenants 27 D 19 catering 28 E 20 staff retention 29 F 30 A PAPER 3: LISTENING | CANDIDATE ANSWER SHEET PAPER | LISTENING Candidate answer sheet CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 43 Paper Speaking Structure and tasks Part General description PAPER FORMAT TIMING NO OF PARTS INTERACTION PATTERN TASK TYPES TASK FOCUSES MARKS The Test of Speaking contains four parts 16 minutes Two candidates and two examiners One examiner acts as both interlocutor and assessor and manages the interaction either by asking questions or by providing cues for candidates The other acts as assessor only and does not join in the interaction Short exchanges with the interlocutor; a one-minute ‘long turn’; a question and answer exchange between candidates; a collaborative task involving the two candidates; a three-way discussion Exchanging personal and factual information, expressing and finding out about attitudes and opinions The interlocutor gives a single mark based on a global achievement scale, while the assessor applies detailed analytical scales and gives separate marks for grammar and vocabulary, discourse management, pronunciation and interactive communication TASK TYPE AND FORMAT FOCUS TIMING Interview The interlocutor leads a discussion with the two candidates The candidates are asked to respond to the interlocutor’s questions on studies and/or work experience in the area of finance and accounting and further questions on finance-related topics Responding to questions and expanding on responses minutes Part TASK TYPE AND FORMAT FOCUS TIMING Long turn Individual ‘long turns’ followed by a question from the second candidate Candidates choose one topic from a set of two, selected by the interlocutor Each topic comes with prompts to be used as required Candidates have one minute to choose and prepare their topic, then talk about the topic for about one minute; the second candidate responds with a question about the talk, which the first candidate then answers Sustaining a ‘long turn’ and managing discourse by giving information, and expressing and justifying opinions minutes (including a 1-minute 'long turn' for each candidate) Part TASK TYPE AND FORMAT FOCUS TIMING Collaborative task Two-way conversation between the candidates The interlocutor delegates to the pair of candidates a collaborative task, consisting of a shared task with prompts for discussion Turn-taking (initiating and responding appropriately), negotiating, collaborating, exchanging information, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, comparing and contrasting, and decision‑making minutes (including a 3-minute discussion between candidates) Part TASK TYPE AND FORMAT FOCUS TIMING 44 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS Discussion Discussion on topics related to the collaborative task The interlocutor leads a discussion with the two candidates, based on questions related to the task in Part Responding appropriately, developing topics, exchanging information, expressing and justifying opinions, and agreeing and/or disagreeing minutes PAPER 4: SPEAKING The four parts of the Speaking test Format The paired format of the Cambridge English: Financial Test of Speaking (two examiners and two candidates) offers candidates the opportunity to demonstrate, in a controlled but friendly environment, their ability to use their spoken language skills effectively in a range of contexts The test lasts 16 minutes One examiner, the interlocutor, conducts the test and gives a global assessment mark for each candidate’s performance The other, the assessor, does not take any part in the interaction but focuses solely on listening to, and making an assessment of, the candidates’ oral proficiency At the end of the Test of Speaking, candidates are thanked for attending, but are given no indication of the level of their achievement The standard format is two examiners and two candidates, and, wherever possible, this will be the form which the Test of Speaking will take In cases where there is an uneven number of candidates at a centre, the last test of the session will be taken by three candidates together instead of two The test format, test materials and procedure will remain unchanged but the timing will be longer: 23 minutes instead of 16 The Test of Speaking consists of four parts, each of which is assessed Each part of the test focuses on a different type of interaction: between the interlocutor and each candidate, between the two candidates, and among all three The patterns of discourse vary within each part of the test to respond with a question after their partner has spoken Candidates need to be aware, however, that they should not speak during their partner’s ‘long turn’ Part Collaborative task This part tests the candidate’s ability to collaborate and negotiate through initiating and responding in an appropriate way Sample task and assessment criteria: pages 49 and 50–52 The candidates are given oral and written instructions to form the basis for a task which they discuss together Candidates are expected to work towards a negotiated completion of the task and are assessed on their ability to negotiate and collaborate with each other while doing this The task gives candidates the opportunity to show their range of language and their ability to invite the opinions and ideas of their partner There is no right or wrong answer to the task and candidates can agree to differ Part Discussion This part tests the candidate’s ability to engage in a discussion based on the topics or issues raised in the collaborative task in Part Sample task and assessment criteria: pages 49 and 50–52 Part Interview In this part of the test, the interlocutor directs the interaction by asking questions which encourage the candidates to respond appropriately and to develop the topics or issues introduced in Part This part tests the candidate’s ability to respond to questions and expand on responses This part of the test gives candidates an opportunity to show that they are capable of discussing topics and certain issues in more depth Sample task and assessment criteria: pages 47 and 50–52 This part of the test gives candidates the opportunity to show their ability to respond to questions and expand on their responses, talking about their studies and/or work experience in the area of finance and accountancy Preparation General • Students should be aware that they are not being assessed on their ideas or their knowledge of finance but that they need to contribute fully in all parts of the test in order for an assessment of their language ability to be made • It is essential that students are able to participate in pair and group activities effectively, showing sensitivity to turntaking and responding appropriately to their partners • Students need extensive practice in listening carefully to instructions and remembering what they are asked to • Students should know exactly what to expect in each part of the test and they should be equipped with the right kind of language for each part, e.g giving personal information, exchanging information/opinions, giving reasons, speculating, agreeing and disagreeing politely, justifying and negotiating • Students should be encouraged to speak clearly so that they can be heard and understood, and paraphrase effectively when they not know or cannot remember a word Students should be made aware that different varieties of standard English accents in the UK and elsewhere in the world are acceptable In this part of the test, the interlocutor asks candidates for some information about themselves The interlocutor then asks the candidates to offer their opinion on certain finance-related topics Part Long turn This part tests the candidate’s ability to sustain a ‘long turn’ Sample task and assessment criteria: pages 48 and 50–52 In this part of the test, candidates are given the opportunity to speak for one minute without interruption Each candidate is given a choice of two finance-related topics and asked to talk for one minute about the chosen topic Candidates are given one minute to choose and prepare their topic Candidates may be asked to give information and/ or express and justify opinions Topics are different for each candidate and there are three prompts to help the candidates Candidates can show their ability to manage discourse and express themselves coherently using appropriate language Candidates should pay attention while their partner is speaking, as they are asked CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 45 PAPER 4: SPEAKING • Students should be aware that if they are uncertain about what they have to do, they can ask for the instructions to be repeated, but to this too often will leave them less time to concentrate on the task itself • Students should be advised not to wait too long before they begin to speak A short pause to gather their thoughts is acceptable, but anything longer than this will give them less time to produce a sample of language • Students should realise that producing a one-word answer will not give them the opportunity to show their range of language, so they should expand on their answers and responses wherever possible N.B In some centres, candidates from the same school are paired together However, where candidates from a number of different educational establishments are entered at the same centre, some candidates may find that they are paired with a candidate from another establishment Students should check with the centre through which they are entering for the local procedure • PART • Students should be encouraged to make use of conversation ‘fillers’, e.g ‘Well, now, let me see …’, which they can call upon (sparingly) to give themselves time to think, and to make use of strategies which invite their partner to contribute to the discussion, e.g ‘Would you agree …?’ • Students should be careful not to discuss conclusions in the first minute or so of this part of the test as they may leave themselves with nothing to talk about for the remainder of the time They need to discuss each aspect of the task in detail before reaching a decision Students need strategies for making the most of the 3 minutes of time available • Students should be encouraged to react to as great a variety of topics as possible and express ideas and opinions of their own Simply agreeing or disagreeing with, or echoing what their partner has said, will not enable them to show what they can They should always expand on what they say, e.g instead of saying, ‘Yes, I agree’, a better response might be, ‘Yes, I certainly agree that this is a very serious problem, but is it one we could something about?’ By part PART • Students should be made aware that they are expected to react naturally to the interlocutor’s questions and not rehearse speeches for this part of the test It is important to demonstrate in class what is required in this part of the test • Students need to be trained to ‘think on their feet’ and answer a question quickly even if they have never thought about that particular subject before For example: PART • Students should be encouraged to talk about topical financerelated issues and issues of general interest to the world of finance and accounting and express an opinion about them, so that they can participate fully in the last part of the test Candidates are asked questions by the interlocutor and they are expected to develop the discussion, rather than simply to give one-word answers • Students should be aware that they are not being assessed on their ideas or their knowledge of finance, but that examiners can only assess candidates on the language they produce, and those candidates who fail to make a contribution will not well Reading the finance sections of an English newspaper or English language accounting journals, or listening to or watching the international news on a regular basis will help give candidates ideas they may be able to use in Part of the test • At this stage of the test, the worst thing that can happen is a long silence Students should be encouraged to react almost immediately to what they are asked to talk about or to give themselves a little time by ‘thinking aloud’, or if necessary, relating something to their own experience, e.g ‘Well, that is something I’ve never actually thought about but, on reflection, I would say that …’ • Students may be losing their concentration by this stage in the test It is important that they encounter practice sessions of 16 minutes so that they know exactly what it is like to a Speaking test for this length of time The impression they make at the end of the test is equally as important as the one they have made throughout the rest of the test Regular participation in a complete practice Speaking test will train students to maintain their level of concentration as the end of the test approaches Interlocutor: What kind of qualities you think a good accountant needs? ✗ Candidate 1: Oh … er … I’ve never really given that much thought ✓ Candidate 1: Well, I think an accountant should be confident, with a good knowledge of company finance and legislation, but also approachable and good at communicating with people • Students are advised to try to use a variety of tenses, language and structures in this part of the test This will create a good impression and give them confidence to tackle the other parts of the test PART • Students need practice in talking for minute on a set financerelated subject which they have prepared briefly, so that they can organise their thoughts and ideas quickly during this long turn • Students should not spend precious time reading out the topic and/or prompts, as this is not necessary Students should be encouraged simply to start talking about their chosen topic • Students should be aware that the prompts are there to help candidates but they not have to use all of them • Students should not adopt ‘closure’ techniques such as, ‘That’s it! I’ve finished!’ They should keep talking until the interlocutor says, ‘Thank you’ In this way, they will maximise the time available for their 1-minute ‘long turn’ 46 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS Students need plenty of practice in organising their ideas coherently Useful phrases to link ideas will help them It is useful for them to build up their own lists of suitable phrases, thus ensuring that they have a range of language and structures to draw upon when necessary • • • • • • • • • PAPER 4: SPEAKING | SAMPLE paper EXAM PAPER| 4LEVEL | SPEAKING | PAPER SAMPLE PAPER CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 47 48 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS • • • • • • • • • • • • PAPER 4: SPEAKING | SAMPLE PAPER PAPER | SPEAKING • • • • • • • • • • PAPER 4: SPEAKING | SAMPLE paper EXAM PAPER| 4LEVEL | SPEAKING | PAPER SAMPLE PAPER CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 49 PAPER 4: SPEAKING | assessment Assessment of Speaking Examiners and marking The quality assurance of Speaking Examiners (SEs) is managed by Team Leaders (TLs) TLs ensure all examiners successfully complete examiner training and regular certification of procedure and assessment before they examine TLs are in turn responsible to a Professional Support Leader (PSL) who is the professional representative of Cambridge ESOL for the Speaking tests in a given country or region Annual examiner certification involves attendance at a face-to-face meeting to focus on and discuss assessment and procedure, followed by the marking of sample Speaking tests in an online environment Examiners must complete standardisation of assessment for all relevant levels each year and are regularly monitored during live testing sessions Assessment scales Throughout the test, candidates are assessed on their own individual performance and not in relation to each other They are awarded marks by two examiners: the assessor and the interlocutor The assessor awards marks by applying performance descriptors from the analytical assessment scales for the following criteria: • Grammar and Vocabulary • Discourse Management • Pronunciation • Interactive Communication The interlocutor awards a mark for global achievement using the global achievement scale Assessment for Cambridge English: Financial is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales The assessment scales for Cambridge English: Financial (shown on page 51) are extracted from the overall Speaking scales on page 52 50 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS PAPER 4: SPEAKING | assessment Cambridge English: Financial Speaking Examiners use a more detailed version of the following assessment scales, extracted from the overall Speaking scales on page 52: B2/C1 Grammar and Vocabulary Discourse Management Pronunciation Interactive Communication Maintains control of a range of simple and complex grammatical forms Produces extended stretches of language with very little hesitation and generally with ease Is intelligible Uses a range of appropriate vocabulary to give and exchange views on a wide range of topics Contributions are relevant, well organised and consistently coherent Initiates and responds appropriately, often interacting with ease and linking contributions to those of other speakers Phonological features are generally used effectively to convey and enhance meaning Maintains, develops and often widens the scope of the interaction and negotiates towards an outcome Uses a range of cohesive devices and discourse markers effectively Shows a good degree of control of a range of simple and some complex grammatical forms Produces extended stretches of language with very little hesitation Uses a range of appropriate vocabulary to give and exchange views on a range of topics Contributions are relevant and there is a clear organisation of ideas Uses a range of cohesive devices and discourse markers Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms Uses a range of appropriate vocabulary to give and exchange views on familiar topics Sentence and word stress is accurately placed Individual sounds are articulated clearly Is intelligible Produces extended stretches of language, despite some hesitation Intonation is generally appropriate Contributions are relevant and there is very little repetition Sentence and word stress is Uses a range of cohesive devices generally accurately placed Individual sounds are generally articulated clearly Maintains and develops the interaction and negotiates towards an outcome Initiates and responds appropriately Maintains and develops the interaction and negotiates towards an outcome with very little support Performance shares features of Bands and Intonation is appropriate Initiates and responds appropriately, linking contributions to those of other speakers Performance shares features of Bands and Is intelligible Shows a good degree of control of simple grammatical forms Uses some appropriate vocabulary when talking about familiar topics Produces responses which are extended beyond short phrases, despite hesitation Contributions are mostly relevant, despite some repetition Is mostly intelligible Has some control of phonological features at both utterance and word levels Initiates and responds appropriately Keeps the interaction going with very little prompting and support Uses basic cohesive devices Performance below Band B2/C1 Global Achievement Handles communication on a wide range of topics, with very little hesitation Uses accurate and appropriate linguistic resources to express ideas and produce discourse that is coherent and generally easy to follow Handles communication on a range of topics, with very little hesitation Uses accurate and appropriate linguistic resources to express ideas and produce discourse that is generally coherent Performance shares features of Bands and Handles communication on familiar topics, despite some hesitation Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies and inappropriate usage occur Performance shares features of Bands and Handles communication on familiar topics, despite hesitation Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances Performance below Band CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 51 52 CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS • Uses a wide range of appropriate vocabulary with flexibility to give and exchange views on unfamiliar and abstract topics • Uses a wide range of appropriate vocabulary to give and exchange views on unfamiliar and abstract topics • Uses a range of appropriate vocabulary to give and exchange views on familiar and unfamiliar topics • Maintains control of a wide range of grammatical forms and uses them with flexibility • Maintains control of a wide range of grammatical forms • Shows a good degree of control of a range of simple and some complex grammatical forms C2 C1 • Sentence and word stress is accurately placed • Individual sounds are articulated clearly • Uses a wide range of cohesive devices and discourse markers A1 A2 • Requires additional prompting and support • Has considerable difficulty maintaining simple exchanges • Has very limited control of phonological features and is often unintelligible • Shows only limited control of a few grammatical forms • Uses a vocabulary of isolated words and phrases • Requires prompting and support • Is mostly intelligible, despite limited control of phonological features • Maintains simple exchanges, despite some difficulty • Keeps the interaction going with very little prompting and support • Initiates and responds appropriately • Uses appropriate vocabulary to talk about everyday situations • Uses basic cohesive devices • Contributions are mostly relevant, but there may be some repetition • Is mostly intelligible, and has some control of phonological features at both utterance and word levels • Individual sounds are generally articulated clearly • Shows sufficient control of simple grammatical forms • Uses a range of appropriate vocabulary when talking about familiar topics • Shows a good degree of control of simple grammatical • Produces responses which are extended forms beyond short phrases, despite hesitation B1 • Maintains and develops the interaction and negotiates towards an outcome with very little support • Sentence and word stress is generally accurately placed • Intonation is generally appropriate • Maintains and develops the interaction and negotiates towards an outcome • Initiates and responds appropriately • Individual sounds are articulated clearly • Uses a range of cohesive devices and discourse markers • Initiates and responds appropriately, linking contributions to those of other speakers • Widens the scope of the interaction and negotiates towards an outcome • Interacts with ease, linking contributions to those of other speakers • Widens the scope of the interaction and develops it fully and effectively towards a negotiated outcome • Is intelligible • Sentence and word stress is accurately placed • Contributions are relevant and there is a clear organisation of ideas • Shows a good degree of control of simple grammatical • Produces extended stretches of language despite some hesitation forms, and attempts some complex grammatical forms • Contributions are relevant and there is very little repetition • Uses appropriate vocabulary to give and exchange views, on a range of familiar topics • Uses a range of cohesive devices • Intonation is appropriate • Produces extended stretches of language with very little hesitation • Is intelligible • Intonation is appropriate • Contributions are relevant, coherent and varied • Is intelligible • Produces extended stretches of language with ease and with very little hesitation • Makes full and effective use of a wide range of cohesive devices and discourse markers • Contributions are relevant, coherent, varied and detailed • Interacts with ease by skilfully interweaving his/her contributions into the conversation • Is intelligible • Produces extended stretches of language with flexibility and ease and very little hesitation • Phonological features are used effectively to convey and enhance meaning Interactive Communication Pronunciation Discourse Management B2 Grammar and Vocabulary Lexical Resource Grammatical Resource PAPER 4: SPEAKING | assessment Overall Speaking scales PAPER 4: SPEAKING | GLOSSARY OF TERMS Cambridge ESOL Speaking assessment DISCOURSE MANAGEMENT Coherence and cohesion Glossary of terms Coherence and cohesion can be achieved in a variety of ways, including with the use of cohesive devices, related vocabulary, grammar and discourse markers GENERAL Conveying basic meaning Conveying basic meaning: the ability of candidates to get their message across to their listeners, despite possible inaccuracies in the structure and/or delivery of the message Situations and topics Everyday situations: situations that candidates come across in their everyday lives, e.g having a meal, asking for information, shopping, going out with friends or family, travelling to school or work, taking part in leisure activities Cohesive devices: words or phrases which indicate relationships between utterances, e.g addition (and, in addition, moreover); consequence (so, therefore, as a result); order of information (first, second, next, finally) At higher levels, candidates should be able to provide cohesion not just with basic cohesive devices (e.g and, but, or, then, finally) but also with more sophisticated devices (e.g therefore, moreover, as a result, in addition, however, on the other hand) Familiar topics: topics about which candidates can be expected to have some knowledge or personal experience Related vocabulary: the use of several items from the same lexical set, e.g train, station, platform, carriage; or study, learn, revise Unfamiliar topics: topics which candidates would not be expected to have much personal experience of Utterance Abstract topics: topics which include ideas rather than concrete situations or events Grammatical devices: essentially the use of reference pronouns (e.g it, this, one) and articles (e.g There are two women in the picture The one on the right …) Utterance: people generally write in sentences and they speak in utterances An utterance may be as short as a word or phrase, or a longer stretch of language Discourse markers: words or phrases which are primarily used in spoken language to add meaning to the interaction, e.g you know, you see, actually, basically, I mean, well, anyway, like GRAMMAR AND VOCABULARY Appropriacy of vocabulary Flexibility Grammatical control Appropriacy of vocabulary: the use of words and phrases that fit the context of the given task For example, in the utterance I’m very sensible to noise, the word sensible is inappropriate as the word should be sensitive Another example would be Today’s big snow makes getting around the city difficult The phrase getting around is well suited to this situation However, big snow is inappropriate as big and snow are not used together Heavy snow would be appropriate Flexibility: the ability of candidates to adapt the language they use in order to give emphasis, to differentiate according to the context, and to eliminate ambiguity Examples of this would be reformulating and paraphrasing ideas Grammatical control: the ability to consistently use grammar accurately and appropriately to convey intended meaning Attempts at control: sporadic and inconsistent use of accurate and appropriate grammatical forms For example, the inconsistent use of one form in terms of structure or meaning, the production of one part of a complex form incorrectly or the use of some complex forms correctly and some incorrectly Spoken language often involves false starts, incomplete utterances, ellipsis and reformulation Where communication is achieved, such features are not penalised Grammatical forms Simple grammatical forms: words, phrases, basic tenses and simple clauses Complex grammatical forms: longer and more complex utterances, e.g noun clauses, relative and adverb clauses, subordination, passive forms, infinitives, verb patterns, modal forms and tense contrasts Range Coherence and cohesion are difficult to separate in discourse Broadly speaking, coherence refers to a clear and logical stretch of speech which can be easily followed by a listener Cohesion refers to a stretch of speech which is unified and structurally organised Range: the variety of words and grammatical forms a candidate uses At higher levels, candidates will make increasing use of a greater variety of words, fixed phrases, collocations and grammatical forms Extent/extended Extent/extended stretches of language: the amount of language stretches of produced by a candidate which should be appropriate to the task language Long turn tasks require longer stretches of language, whereas tasks which involve discussion or answering questions could require shorter and extended responses Relevance Relevance: a contribution that is related to the task and not about something completely different Repetition Repetition: repeating the same idea instead of introducing new ideas to develop the topic PRONUNCIATION Intelligible Intelligible: a contribution which can generally be understood by a non-EFL/ESOL specialist, even if the speaker has a strong or unfamiliar accent Phonological features Phonological features include the pronunciation of individual sounds, word and sentence stress and intonation Individual sounds are: • Pronounced vowels, e.g the // in cat or the // in bed • Diphthongs, when two vowels are rolled together to produce one sound, e.g the // in host or the // in hate • Consonants, e.g the // in cut or the // in fish Stress: the emphasis laid on a syllable or word Words of two or more syllables have one syllable which stands out from the rest because it is pronounced more loudly and clearly, and is longer than the others, e.g imPORtant Word stress can also distinguish between words, e.g proTEST vs PROtest In sentences, stress can be used to indicate important meaning, e.g WHY is that one important? versus Why is THAT one important? Intonation: The way the voice rises and falls, e.g to convey the speaker’s mood, to support meaning or to indicate new information CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 53 PAPER 4: SPEAKING | GLOSSARY OF TERMS INTERACTIVE COMMUNICATION Development of the interaction Development of the interaction: actively developing the conversation, e.g by saying more than the minimum in response to the written or visual stimulus, or to something the other candidate/ interlocutor has said, or by proactively involving the other candidate with a suggestion or question about further developing the topic (e.g What about bringing a camera for the holiday? or Why’s that?) Initiating and Responding Initiating: starting a new turn by introducing a new idea or a new development of the current topic Responding: replying or reacting to what the other candidate or the interlocutor has said Prompting and Supporting Prompting: instances when the interlocutor repeats, or uses a backup prompt or gesture in order to get the candidate to respond or make a further contribution Supporting: instances when one candidate helps another candidate, e.g by providing a word they are looking for during a discussion activity, or helping them develop an idea Turn and Simple exchange 54 Turn: everything a person says before someone else speaks Simple exchange: a brief interaction which typically involves two turns in the form of an initiation and a response, e.g question– answer, suggestion–agreement CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS glossary of testing terms Glossary of testing terms Anchor Test a test with known measurement characteristics, which is administered in association with another test Performance on the anchor test provides information about the other test and about the candidates who have taken both of them Assessor the Test of Speaking examiner who assigns a score to a candidate’s performance, using analytical criteria to so Base Word the word at the end of each line in the Cambridge English: Financial Test of Reading Part 3, which is the basis for the word that has to be formed Closure Techniques techniques used to draw a conversation to a close, e.g ‘That’s all’ Cloze Test a type of gap-filling task in which whole words have been removed from a text and which candidates must replace In an ‘open cloze’ candidates supply the missing words In a ‘multiple-choice cloze’ candidates choose the missing word from a set of options Coherence language which is coherent is well planned and clear, and all the parts or ideas fit well so that they form a united whole Collaborative Task the opportunity in Part of the Test of Speaking for the candidates to engage in a discussion and work together towards a negotiated outcome of the task set Content Points the points contained in the notes on the text in the Cambridge English: Financial Test of Writing Part compulsory question, which must be included in the candidate’s letter Conversational Fillers a word or sound filling a pause in an utterance or conversation, e.g ‘er’, ‘you know’ Disclosure written or spoken communication Distractor each incorrect option in a multiple-choice item Gap-Filling Item any type of item which requires the candidate to insert some written material – letters, numbers, single words, phrases, sentences or paragraphs – into spaces in the text The response may be supplied by the candidate or selected from a set of options Gist the central theme or meaning of the text Impeding Error an error which prevents the reader or listener from understanding the word or phrase Input Material the text and notes which candidates have to base their answers on in the Cambridge English: Financial Test of Writing Part question Interlocutor the Test of Speaking examiner who conducts the test and makes a global assessment of each candidate’s performance Key the correct answer to an item Long Turn the opportunity in Part of the Test of Speaking for a candidate to talk uninterrupted for a period of time, enabling them to produce an extended piece of discourse Lozenge the space on the mark sheet which candidates must fill in to indicate their answer to a multiple-choice question Multiple Choice a task where candidates are given a set of several possible answers of which only one is correct MultipleMatching Task a task based on a reading or listening text The responses are provided in the form of a bank of words, phrases or sentences The candidate matches a response to part of the text Neutral Style a writing style with no specific features of formality or informality Objective Test a test which can be scored by applying a mark scheme, without the need to bring expert opinion or subjective judgement to the task Opening And Closing Formulae the expressions, either formal or informal, that are usually used to open and close letters, e.g ‘Dear Maria … With best wishes from …’, or ‘Dear Mr Dakari … Yours sincerely …’ Options the individual words in the set of possible answers for a multiplechoice item Paraphrase to give the meaning of something using different words Phrasal Verb a verb which takes on a new meaning when followed by a certain preposition or adverb (e.g ‘get away’, ‘take up’) Pretesting a stage in the development of test materials at which items are tried out with representative samples from the target population in order to determine their difficulty Productive Task a task which provides candidates with a stimulus to which the response is a piece of written or spoken language As well as the Writing and Speaking tasks, productive tasks are found in the Cambridge English: Financial Test of Reading, Part and Part 3, and Test of Listening, Part Register the tone of a piece of writing The register should be appropriate for the task and target reader, e.g a letter of application is written in formal register Rubrics the instructions to an examination question which tell the candidate what to when answering the question Target Reader the intended recipient of a piece of writing It is important to ensure that the effect of a written task on a target reader is a positive one Task Fulfilment completing all elements of a Cambridge English: Financial Test of Writing task using a range of appropriate and accurate language Transactional Letter a letter written in response to a request for action or to initiate action, i.e the letter will trigger some outcome or result, usually in the form of further communication A letter of complaint is transactional, a letter giving advice is not Trialling a stage in the development of test materials at which tasks for the Speaking papers are tried out with representative samples of students to determine their suitability as test materials and whether they work as expected Acronyms ALTE The Association of Language Testers in Europe CEFR Common European Framework of Reference EFL English as a Foreign Language ESOL English for Speakers of Other Languages UCLES University of Cambridge Local Examinations Syndicate CAMBRIDGE ENGLISH: FINANCIAL HANDBOOK FOR TEACHERS 55 *1540103332* Cambridge English: Financial has been accredited by Ofqual, the statutory regulatory authority for external qualifications in England, and its counterparts in Wales and Northern Ireland; for more information, see www.ofqual.gov.uk Cambridge English Financial Handbook for Teachers Cambridge English: Financial, also known as International Certificate in Financial English (ICFE), is at Levels B2 – C1 of the Common European Framework of Reference for Languages (CEFR) published by the Council of Europe University of Cambridge ESOL Examinations Hills Road Cambridge CB1 2EU United Kingdom Tel: +44 1223 553997 www.CambridgeESOL.org © UCLES 2013 | CE/1039/3Y01 ... International English English is used in a wide range of international contexts To reflect this, candidates’ responses to tasks in Cambridge English exams are acceptable in all varieties and accents of English, ... www.CambridgeESOL.org/Principles introduction to cambridge english: FINANCIAL Introduction to Cambridge English: Financial Who is the exam for? Cambridge English: Financial is for students of finance and... organisations learning English as part of a training programme seeking certification to demonstrate their English language proficiency in a finance or accounting context Cambridge English: Financial