Cambridge Proficiency Speaking Part Three on the topic of music
CPE Speaking Part Three Examiner’s script
“Now, in this part of the test you’re each going to talk on your own for about two minutes. You need to listen while your partner is speaking because you’ll be asked to comment afterwards.
So, (name of Candidate A) I’m going to give you a card with a question written on it and I’d like you to tell us what you think. There are also some ideas on the card for you to use if you like.
All right? Here is your card, and a copy for you (name of Candidate B).
Remember, we have about two minutes to talk before we join in.”
(After two minutes) “Thank you.”
“(Name of Candidate B) wh…/ how/ do/ are/ is/ should…?” (question about what Candidate A just said)
(Name of Candidate A) “What do you think?”/ “Do you agree?”/ “How about you?”
(After about one minute) “Thank you” (taking back the cards)
“Now, (name of Candidate B), it’s your turn to be given a question. Here is your card, and a copy for you (name of Candidate A).
Remember (name of Candidate B), you have about two minutes to tell us what you think, and there are some ideas on the card for you to use if you like. All right?”
(After two minutes) “Thank you.”
“(Name of Candidate A) wh…/ how/ do/ are/ is/ should…?” (question about what Candidate B just said)
(Name of Candidate B) “What do you think?”/ “Do you agree?”/ “How about you?”
(After about one minute) “Thank you” (taking back the cards)
“Now, to finish the test, we are going to talk about ‘music’ in general.”
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Cambridge Proficiency Speaking Part Three prompt cards on the topic of music
Based on real CPE Speaking exam tasks
First set of tasks
| What helps people to learn musical instruments quickly?
– natural ability – family – teaching methods |
| How important is it to preserve traditional folk music?
– identity – local pride – uniqueness |
| Is it better to teach all children an instrument or to concentrate only on the naturally talented?
– cost – results – fairness |
| What are the advantages and disadvantages of controlling what kind of music children listen to?
– bad influences – good influences – lyrics |
| What can be gained by listening to “World Music” from many different countries?
– musical differences – taking an interest in other countries – broadmindedness |
| How easy is it to make children interested in classical music?
– comparing to other kinds of music – methods – ages of children |
| What part does music play in human society?
– relaxation – creativity – public events |
| What are the most important qualities of good music?
– tune – rhythm – lyrics |
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Second set of tasks
| What helps people to learn to like a wide range of music?
– people – education – media |
| How important is it to learn to read music?
– education – appreciation – future |
| Is it better to teach children music from their own country or music that is internationally well-regarded?
– traditions – popularity – future |
| What are the advantages and disadvantages of forcing children to learn an instrument?
– time – motivation – future |
| What can be gained by learning about western classical music?
– enjoyment – status – career |
| How easy is it to make children share your taste in music?
– listening – explaining – performing |
| What part does music play in building character?
– creativity – openmindedness – cooperation |
| What are the most important qualities of a good music teacher?
– character – experience – qualifications |
Make more tasks like those above, on the same or different topics.
Ask each other questions about language learning from the list below.
At what age…?
Do … need to…?
Do you think it is true that…?
Do you think men and women…?
How can people…?
How do… benefit from…?
How important do you think… is?
In a global world, should…?
In the past,… Is this a good thing do you think?
In what ways do people need to…?
Is it better to… or…?
Is it easier to… or…?
Is it more important for children to… or…?
Is it more important for… to… or…?
Is it natural for… to…?
Is it sometimes good to…?
Should (all) children be expected to…?
Some people say that… What do you think?
Sometimes… What do you think about that?
Today,… Is this a good thing in your view?
What can… learn from…?
What do you think is the best… for…?
What is the appeal of…?
What is the best way to…?
What makes some people…?
What role does… play in…?
What… has had the greatest impact on…?
Why are so many people interested in…?
Why can…?
Why do some people prefer not to…?
Would… be better if…?
PDF version for easy saving and printing: cambridge-proficiency-speaking-part-three-on-the-topic-of-music
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