Speaking Test |  Video analysis A2

The speaking test videos show two students being assessed on A2 Cambridge Key for Schools style tasks. On
pages 142–143 of the Student’s Book, you will find accompanying exercises for students to complete before, during
and after watching.
In most speaking examinations at this level, students are assessed on a variety of criteria including Grammar &
Vocabulary, Pronunciation and Interactive communication. Students are also given a Global Achievement mark
which assesses how well they can speak in general. Students are marked on their individual performance during
the complete test.
The tasks in the Student’s Book encourage students to analyse elements of these criteria, but you could also use
the information below if you want to give students further opportunity to focus on the content and the comments
that an examiner may write. After the comments the ➝ shows a way they can improve in that area. You could ask
students if they have any extra ideas for how they and the students in the video could improve in particular areas.
Below the table for each task is an extension activity where students can reflect on how the students performed in
the video and then have the opportunity to do the task themselves.
Part 1
Grammar & Vocabulary
EVA MARIE
She used a variety of simple grammatical structures She used a good range of simple grammatical
correctly and shows a good control of simple structures, is mostly accurate and has a good control of
grammatical forms. simple grammatical forms.
I live in Rostov-on don in Russia. That’s not far I live in Paris, in France.
from Moscow. I spend time with my friends and … with my family.
I always eat some meat and / or pasta. I like it so much. I think my favourite type of food is Japanese food.
I went to the cinema with my friends … This morning, I had cereals, milk and coffee.
She used a good range of vocabulary to talk about She used appropriate vocabulary to talk about familiar
everyday situations: situations: friends, family, dinner, favourite, restaurant,
weekend, restaurant, cinema, family friends, a family day, parents, fast food, healthy, cereals, milk, coffee.
lessons, sports, shopping, funny, far. She made a few errors when using the structure like +
She made some errors with word order, a verb -ing but these kinds of mistakes don’t cause problems
collocation and a preposition but these are minor with understanding at this level.
problems at A2 level and do not interfere I like eat [eating] fast food …
with understanding.
I like eat [eating] … in restaurants with my parents.
Always I [always] go to the restaurant …
She uses simple words to connect her ideas and time
It depends, um, of [on] my lessons … expressions, which is good at this level: or, but, and,
We did [went] shopping. during, this morning.
She used a variety of words or expressions to connect ➝ Note how Marie answered the examiner’s questions
her ideas, which is good at A2 level: and, so with, for with complete sentences that are generally correct. Her
example, it depends. answer to the Tell me something about … question was
➝ Note how Eva used complete and mostly accurate one sentence so she could improve this by adding some
sentences to answer the examiner’s questions. She more information. However, she gave an opinion and
was able to extend her answer to the Tell me something reason with her answer: During the weekend I like eat
about … question a little. She said what she thought fast food but I know it´s not healthy.
about activities last weekend, even though she made She showed a good control of language appropriate for
slight errors when using fun/funny: It was funny [fun]. A2 Key level.
She could improve the Tell me about … question by
adding some more information, giving reasons or
examples.
She demonstrated a good control of language
appropriate for A2 Key level.

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 Speaking Test |  Video analysis A2

Interactive communication
EVA
She understood the examiner’s questions and gave
appropriate answers.
She didn’t really need help from the examiner and was
able to ask for support when she needed it with one
question, e.g. Sorry, can you repeat?
She was able to give opinions, reasons and examples.
It depends, um, of my lessons.
For example, if I have sports, I can wake up at 7, so …
It´s like a family day …
It was funny.
She was able to check one of the examiner’s questions.
At the weekend? Always I go to the restaurant …
➝ Note how Eva answered the examiner’s questions
fairly quickly and didn’t pause too much. When she
paused to organise her ideas, she used sounds like
um or er in a natural way.
Pronunciation
EVA
She pronounced individual words and sounds clearly
and was easy to understand at all times. Her word
stress was generally accurate: cinema, restaurant,
shopping, family.
MARIE
She understood the examiner’s questions and gave
clear, logical answers.
She didn’t need prompting by the examiner and was
able to ask for help when she needed it with one
question e.g. Sorry, can you repeat?
She was able to give opinions, examples or reasons
I think my favourite type of food is Japanese food
Yes, everybody likes pizza.
Usually I have, like, party or I go, to, to dinner with
my friends
➝ Note how Marie didn’t pause or hesitate too much
when she answered the examiner’s questions. She could
improve by extending her answers a little bit more.
MARIE
She generally pronounced individual words and sounds
clearly and was easy to understand. Her word stress
was generally accurate.
Paris, favourite, morning, restaurant
She has a few problems with individual sounds
(party ˈpɑː(r)ti, cereal ˈsɪəriəl) but this does not cause
misunderstanding.

Extension It’s important for students to try and extend their answers for the Tell me about … question. It’s a good
idea to answer with three or four sentences using simple linking words, such as and or but.
Refer students to Optimise your Exams / Speaking exercise 1 on page 142 of the Student’s Book. Ask them to work
in pairs and take turns to ask and answer the questions, giving complete sentences. Encourage them to extend their
answers for the Tell me about … question. Circulate and monitor pairs around the class in order to check and correct
any simple mistakes with word order or prepositions.

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 Speaking Test |  Video analysis
Part 2
Grammar & Vocabulary
EVA
In both phase one and two of Part 2 she used complete
sentences in her response. She also had a good control
of simple grammar structures to talk about everyday
activities, likes and dislikes.
I like walking with my family, friends and dog. It´s very
cool, I think.
Museums are also very interesting for me but not all of
them. Some of them are very boring.
I like watching films.
It´s very beautiful and high.
She attempted to use a more complex structure at this
level, even though she didn’t quite use it correctly.
If it´s a concert that I like so I will go to the concert.
She used a good range of vocabulary to talk about
everyday situations: cinema, family, friends, dog, films,
mountains, concert, city, places, beautiful, cool, high,
boring, interesting, expensive.
She used a variety of words to connect her ideas:
because, and, so, or, but.
She used suitable words or phrases to talk about likes,
dislikes and preferences.
I like going to the cinema / walking.
Some of them are very boring.
Not all of them.
She was able to give examples and reasons for her ideas
I like going to the cinema because I like watching films
with my family or friends.
Mountains … there the view is very cool and beautiful but
it’s very difficult to go upstairs, I think.
She made a few mistakes with word order or verb forms
and at one point it wasn´t clear what she wanted to say.
However, these mistakes don’t cause problems with
general understanding.
In Russia, there’s no library too much [there aren’t many
libraries].
That’s why there is no ??? so we just take books at home.
I like go [going] there with my friends.
➝ As in part 1, note how Eva used complete and mainly
accurate sentences to do the communication task with
her partner and answer the examiner’s questions. She
was able to do all the tasks in test without problems and
used a good range of accurate language at A2 level.
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A2
MARIE
In both phase one and two of Part 2 she was able
to answer with complete sentences. She had a good
control of simple grammar structures to talk about
everyday activities, and likes and dislikes, despite some
repeated mistakes.
I like watching … comedy.
I like going in [to] the park because I can go with my
friends, my family and my dog.
I think it’s very exciting.
I prefer the city. There are more activities.
She tried to use some more complex structures or
phrases at this level, although she has a few problems.
I think going to the cinema it’s not very expensive because
I’m 15, but when you are 18 that is expensive.
If it’s a concert of pop [pop concert], I think I prefer
the concert.
It’s depend what type of museum is it. [It depends what
type of museum it is.]
She used a suitable range of vocabulary to talk about
everyday situations: park, comedy, concert, friends,
family, dog, sports, amazing, funny, view, countryside.
She used a variety of words to connect her ideas:
because, and, but.
She used suitable words or phrases to talk about likes,
dislikes and preferences.
I like watching comedy / fashion museum.
It’s very boring / exciting.
I don’t like countryside, I prefer the city.
She was able to give examples and reasons for her ideas
I like going in the park because I can go with my friends …
I think the, the library, it’s very boring, because we can’t
speak and we have to work a lot.
She made some mistakes with word order, a few
prepositions, some set expressions, plural and singular
nouns. However, these mistakes are normal at A2 level
and they didn´t interfere with overall understanding.
I like fashion museum[s].
I think [going to the] library, it’s [is] very boring.
I think it’s an amazing sports.
It´s depends. [It depends.]
I’m [I] agree with you.
A lot of thing[s].
➝ As in part 1, note how Marie used simple and quite
accurate sentences to do the communication task with
her partner and answer the examiner’s questions. She
was able to do all the tasks in test without problems.
She could work on improving some of the mistakes she
made with word order in sentences, plural or singular
nouns or useful phrases like I agree / disagree, it
depends on …
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 Speaking Test |  Video analysis A2

Interactive communication
EVA
She was able to talk about the different activities with
her partner without many problems.
She interacted quite well with her partner and the
examiner and didn´t need any help or support
She was able to use a range of phrases to give opinions
or agree
I think …
I think so as well.
Oh yeah, I think so.
I think it´s very interesting. And you?
Yeah, me too.
➝ To improve on interaction skills when talking to
her partner, Eva could ask more questions to find out
about her partner’s ideas, e.g. What do you think about
the cinema? Do you like museums? Do you agree? What
about you? However, she took the initiative by starting
the communication task and used some good examples
of simple language for agreeing.
Pronunciation
EVA
Her pronunciation was clear and she generally didn´t
have problems with word stress or individual sounds.
MARIE
She was able to talk about the different activities with
her partner without many problems.
She interacted fairly well with her partner and the
examiner and didn’t require any help or support
She was able to use some phrases to give opinions or
agree.
I think …
Me too.
I agree with you.
➝ To improve on interaction skills, like her partner,
Marie could ask more questions to find out about her
partner’s ideas, e.g What do you think about libraries?
Do you like mountains? Do you agree? What about you?
She could also use a greater variety of expressions for
agreeing and disagreeing: I agree / don´t agree, Yes, I
think so, too. I don´t think so …
MARIE
Her pronunciation was generally clear and word stress
and individual sounds were mainly accurate. She had a
few problems with word stress e.g. comedy rather than
comedy, or wiz for with, but these were minimal.

Extension Ask students to think of 5 different activities you can do at home or outside (e.g. play video games, go
camping in the mountains, go running in the park, cooking, do your homework). Students work individually and
first decide if they like or dislike the activities and why / why not. Then students work in pairs to talk about the
activities. They decide who will start the interaction. That student should ask the other student a question at the end,
e.g. What do you think? Do you agree? And you? Circulate and monitor students, encouraging them to give reasons
and examples for their ideas and to ask their partner if they agree or disagree

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 Speaking Test |  Video analysis A2

General comments
Grammar & Vocabulary
EVA MARIE
Eva used a good range of grammar and vocabulary to Marie used a good range of vocabulary and grammar
talk about everyday activities, likes and dislikes. She to talk about everyday activities, likes and dislikes.
made a few basic errors but her meaning was Although she made some simple errors, what she said
always clear. was always clear.
Pronunciation
EVA MARIE
Eva spoke clearly and was easy to understand Marie spoke clearly and was easy to understand at
throughout the test. all times.
Interactive communication
EVA MARIE
Eva interacted very well in both parts of the test with Marie interacted very well in both parts of the test. She
her partner and the examiner. She didn´t need any was able to answer the examiner’s and her partner’s
support from the examiner and was able to ask for questions with ease. She didn’t need any support from
clarification when needed. the examiner and was able to ask for repetition of
one question.
Global achievement
EVA MARIE
Eva communicated very well throughout the test. She Marie communicated very well throughout the test. She
was able to extend many of her answers and when she was able to extend many of her answers and she didn’t
hesitated, she sounded natural. hesitate much.

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