Not long ago, I attended an instructor’s workshop about the CAEL CE.

This is the new computerized edition of the Canadian Academic English Language test which is designed by Carleton University in Ottawa.

The facilitators provided all attendees with a Speaking Checklist to steer learners towards successful completion of the speaking part of the test.

The checklist is interesting because although it is designed for the CAEL CE, the information in it can be used as a reference point for many different types of English proficiency tests.

The checklist has 18 points of reference on it.

I’m going to outline the first 9 today; in the next entry, I’ll complete the checklist.

Volume Control: Do you speak too softly or too loudly? Believe it or not, this matters. If you speak too softly and the examiner can’t understand what you’re saying, then it’s a problem.  If you sound like you’re yelling, this isn’t good, either. Aside from injuring the examiner’s eardrum, you may be perceived as antagonistic or unfriendly. It’s important to take some time to evaluate your volume before you take any English proficiency test.

Speed:   Do you speak too fast or too slow?   If you speak too quickly and the examiner has difficulty following your thoughts, then it may pose a problem.  If you speak to slowly and you cause the examiner to start thinking about what he or she will cook for dinner that evening, then this is also problematic.  Monitor your rate of delivery.

Lengthy Pauses:  Hesitation is a normal part of speaking.  But how many times do you hesitate? And, for how long you hesitate?  This is something that you need to be aware of.  If you pause repeatedly for long periods of time, it can make your speech difficult to understand.  In fact, it becomes uncomfortable to listen to.  We don’t. Pause. After. Pause. Every. Pause. Word.  Pauses occur after groups of words or when we are naturally taking a breath in between phrases, clauses or sentences.

Stress-Rhythm: Every language has its own rhythm.  English is a stress-timed language. This means that some words are given more stress than others. It also means that some words are broken down into many syllables each with their own stress pattern.  When mistakes are made in this category, they may affect the examiner’s comprehension.

Variety:  Do you use the same words over and over again? Example: “But” … “Firstly” … “So”.  Maybe it’s time to mix it up. I’m not suggesting that you become a walking thesaurus.  I’m saying that instead of using that same “go to” word, try a fresh approach.  Try experimenting with transitional phrases as you prepare for your exam.

Vocabulary:  Do you use suitable and precise vocabulary?  If you are taking an academic exam, this means that the examiners are listening for academic vocabulary and academic idiomatic phrases and expressions. They are also listening for your ability to use that academic word or phrase in the correct context.

Sentence Structure: Do you speak in complete sentences?  Many students, for example, start a sentence with the word “Because”, and they forget that the dependent clause needs to be completed.  This creates incomplete sentence structure.  It’s okay to start a sentence with the word “Because”, but if you don’t complete the sentence, it’s a sentence fragment.

Main Idea: Ask yourself:  When you’re answering a question, do you arrive at your main point quickly? Or, do you talk around a question, clouding your answer with fillers and unrelated philosophy?   Unclear responses tend to get lower scores on exams.

Development of Ideas: Do you provide examples and details to support your answer?  When we talk to others or when we answer questions, the details that we provide help listeners better understand our ideas. It’s like adding colour and texture to a portrait that was sketched in pencil.

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