ADVANCED 6

SPEAKING EXAM

GUIDELINES FOR SPEAKING EXAMINERS

A. INTRODUCTION
The AD6 Speaking Exam is based on the B2 First Speaking Test which is designed to offer
candidates the opportunity to demonstrate their ability to use their spoken language skills
effectively in a range of contexts.
The exam should take about 12 minutes for a pair of candidates and 15 minutes for a group
of three. One examiner conducts the test and makes an assessment of the candidate's oral
proficiency on four areas: Interactive Communication, Discourse Management, Pronunciation
and Grammar & Vocabulary.
The test is divided into four parts and each part sets candidates a different task.
B. AIM
The aim of the test is to allow students to demonstrate their abilities in the language. They
must listen carefully to the instructions and respond appropriately. If they do not understand
any of the instructions they may ask the examiner to repeat them.
It’s important to remember that the aim is to assess candidates on their language skills, and
not on their personality, intelligence or world knowledge.

C. GENERAL DESCRIPTION
Pattern of interaction : Pairs (groups of three only if necessary)
Examiner : 1
Timing : 12 minutes (15 minutes for groups of three)
N° of parts : 4
Marks : 10

The number of sessions in which the Speaking Exam takes place and/or the number of
examiners that will be assigned will vary according to the number of students registered in
each class. This is because in a Daily Course, 1 hour and 30 minutes is not enough time to
evaluate all students if the class has more than 15 students registered.

D. STRUCTURE AND DESCRIPTION OF TASKS

Part Task type and format Timing

A conversation between the examiner and each
Part 1: student (spoken questions). The examiner asks 2 minutes
Interview students for some information about themselves, (2.5 minutes for
then widens the scope of the questions by asking groups of three)
about specific topics.

Students do not need to talk to each other in this part

of the test, though they may if they wish.

An individual ‘long turn’ for each student with a brief

Part 2: response from the second student. In turn, the 4 minutes
Individual students are given a pair of photographs to talk (5 minutes for
Long Turn about. groups of three)

Each student is given the opportunity to talk for one

minute without interruption. Each student is asked to
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 compare two colour photographs, and to make a
further comment about them. Students are expected
to point out the similarities and differences between
the photographs and then move on to deal with the
question.

A two-way conversation between the students.

Part 3: They are given a discussion question, together with 4 minutes
Collaborative five prompts designed to help candidates by (5 minutes for
Task providing ideas for their discussion. groups of three)

Candidates are expected to answer the question by

exploring the different prompts. Candidates can
choose which prompts to discuss and are not
expected to discuss all five prompts in the time
available but should continue their discussion until
asked to stop by the interlocutor.

A discussion on topics related to the collaborative

Part 4: task (spoken questions). The examiner directs the 2 minutes
Discussion interaction by asking questions which encourage the (2.5 minutes for
students to broaden and discuss further the topics groups of three)
introduced in Part 3. The questions often focus on
more abstract issues as the discussion develops.

This part gives students an opportunity to show that

they are capable of discussing issues in more depth
than in the earlier parts of the test.

E. MARKING
Students are marked on the following criteria:

 Interactive Communication (IC) 5 marks

 Discourse Management (DM) 5 marks
 Pronunciation (PR) 5 marks
 Grammar and Vocabulary (GV) 5 marks

The students are given a total out of 20 and this is then converted into a mark out of 10.
Throughout the exam students should be assessed on their own individual performance and
not in relation to each other.

The examiner assesses the students according to the criteria mentioned before which should
be interpreted at B2 level.

F. EVALUATION CRITERIA

CRITERIA ASPECTS TO BE EVALUATED

 Initiation and response to conversations: refers to the ability to participate in
a range of situations and to develop the interaction effectively.
1. Interactive
Communication  Maintaining and developing conversations: This must be done with sensitivity
to turn-taking (listen, speak and allow others to speak) and without needing
excessive prompting or supporting (e.g. examiner repeating questions or
using other ways to be understood).

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  Negotiating towards an outcome: this is the ability to discuss with others in
order to reach an agreement with them.

 Coherence: refers to the logical arrangement of utterances to form spoken

discourse and to develop arguments or themes.
2. Discourse
Management  Cohesion: the explicit linguistic devices to show relations between utterances
and sentences
 Relevance: refers to what extent the contributions are appropriate and if the
same idea is repeated instead of introducing new ones.
 Hesitation: instead of using discourse markers or other cohesive devices.

 Intelligibility: refers to how comprehensible the utterances produced are

 Intonation: this is the use of a sufficiently wide pitch range and if this is used
appropriately to convey intended meanings.
3. Pronunciation
 Stress and rhythm: refer to the appropriate use of strong and weak syllables
in words and connected speech, the linking of words and the effective
highlighting of information-bearing words in utterances
 Individual sounds: these must be articulated clearly to facilitate
understanding.

 Simple grammatical forms and lexis: to what extent they are used in an
effective way.
4. Grammar and
Vocabulary  Complex grammar structures and vocabulary: if students have problems
when attempting more complex language or if they do it successfully.
 Mistakes that impede communication: when language problems are so
serious that the message is not clearly communicated.

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 Speaking Assessment Scale
(Adapted from the Cambridge English: First handbook)

INTERACTIVE DISCOURSE GRAMMAR AND

Band PRONUNCIATION
COMMUNICATION MANAGEMENT VOCABULARY

 Initiates and responds  Produces coherent  Intelligible  Good degree of

effectively. utterances with good control of simple
extent.  Good intonation. grammatical forms
 Maintains and and lexis.
5 develops  Connects ideas  Sentence and word
 Effective use of more
conversations effectively using a stress is effective.
complex grammar
successfully. range of cohesive
structures and
devices.  Individual sounds are
vocabulary.
 Ability to negotiate articulated clearly.
towards an outcome.  Relevant contributions  Occasional mistakes
that do not impede
 Little hesitation. communication.

4 Performance shares features of Bands 3 and 5

 Initiates and responds  Produces generally  Intelligible most of  Appropriate use of

in a reasonable way. coherent utterances the time. simple grammatical
3 with quite good extent. forms and lexis.
 Appropriately  Quite good
maintains and  Connects ideas intonation.  Some problems
develops appropriately using when attempting
conversations with simple cohesive  Sentence and word more complex
some prompting and devices. stress is appropriate, language and
support. but some vocabulary.
 Generally relevant inaccuracies might
 Negotiates quite contributions with be present.  Some language
appropriately towards some possible inconsistencies are
an outcome. repetition.  Appropriate present but they do
articulation of not generally impede
 Presence of some individual sounds communication.
hesitation. despite some
mispronunciation.

2 Performance shares features of Bands 1 and 3

 Initiates and responds  Produces quite  Is sometimes  Uses simple

ineffectively. incoherent utterances unintelligible. grammatical forms
1 with inappropriate and basic vocabulary
 Difficulties in extent.  Quite inappropriate to communicate.
maintaining Intonation.
conversations needing  Connects ideas  Serious problems
prompting and inappropriately.  Problems when when attempting
support. Cohesive devices are placing word and more complex
barely used. sentence stress. language and lexis.

 Problems with  Irrelevant  Articulation of  Mistakes that impede

negotiating towards an contributions. several individual communication are
outcome. sounds is unclear present.
 A lot of hesitation is and inaccurate.
present.

0 Performance below Band 1

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G. INTERPRETATION OF RESULTS

Use this “Interpretation of Results” table to check students’ Overall Performance.

10
Excellent Full command of the spoken language

8-9
Good Good command of the spoken language

7
Pass Generally effective command of the spoken language
Remember 7 is the minimum mark to pass the Speaking Exam as
6 students must have a performance that is more than just ‘acceptable’
(Borderline).
Borderline

5 Quite limited command of the spoken language

Below Average

3-4
Weak Limited command of the spoken language

1-2 Ineffective command of the spoken language

Poor

0 Achieves nothing: Insufficient evidence

Unrated

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 TEST 1

Part 1
2 minutes (2.5 minutes for groups of three)

Good morning/ afternoon/ evening. My name is ………………………..

And your names are?

 Where are you from, (Candidate A)?

 And you, (Candidate B)?

First we’d like to know something about you.

Select one or more questions from the following, as appropriate.

Likes and dislikes

 Who do you spend your free time with?... (What sort of things do
you do together?
 Do you prefer to spend time on your own or with other people?...
(Why?)
 What sort of music do you listen to?
 Do you like cooking?... (What sort of things do you cook?)

Education and work

 Are you happier doing mental or physical work?

 Do you find it easy to study where you live?... (Why?)
 Tell us about your job/ studies.
 Would you like to study abroad?... (Why/ Why not?)

Holidays and Travel

 Which area of your country would you like to get to know better?...
(Why?)
 What’s the most interesting place you’ve visited near here?... (Tell
us about it.)
 Where would you like to go on holiday in the future? (Why?)

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 Part 2 1. Special occasions
4 minutes (5 minutes for groups of three) 2. Creative jobs

Interlocutor In this part of the test, I’m going to give each of you two
photographs. I’d like you to talk about your photographs on your
own for about a minute, and also to answer a question about your
partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They
show people celebrating special occasions.

Place Task 1 in front of Candidate A.

I’d like you to compare the photographs and say which

celebration you would prefer to be at and why.

All right?

Candidate A
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate B), do you usually celebrate your birthday?...

(Why? Why not)

Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 1

Now, (Candidate B), here are your photographs. They show

people doing different jobs.

Place Task 2 in front of Candidate B.

I’d like you to compare the photographs and say which job
requires more concentration.

All right?
Candidate B
1 minute ………………………………………………………..
Interlocutor Thank you.
(Candidate A), would you like to work in the fashion
industry?... (Why? Why not)
Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 2.

7
Which celebration would you prefer to be at and why? 1

Which job requires more concentration? 2

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 Part 3 3. The Internet
4 minutes (5 minutes for groups of three)

Interlocutor Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).

I’d like you to imagine that some college students are working
on a project about the influence of the Internet on people’s
lives. Here are some ideas they have had for the project and a
question for you to discuss. First you have some time to look at the
task.

Place Task 3 in front of the candidates. Allow 15 seconds.

Now, talk to each other about how much influence the Internet
has had on these aspects.

Candidates
2 minutes
3 minutes for
groups of three ……………………………………………………………….

Interlocutor Thank you. Now you have about a minute to decide which aspect
has changed the most due to the Internet.

Candidates ………………………………………………………………
1 minute
(for pairs and
groups of three)

Interlocutor Thank you. (Can I have the task, please?) Retrieve Task 3.

Part 4 Select any of the following

prompts, as appropriate:
2 minutes (2.5 minutes for groups of three)
 What do you think?
 Do you agree?
Select any of the following questions, as appropriate.  And you?

 How much do you use the Internet in your everyday life?... (How?)

 How important is it for people to be able to use computers?

 Do you think parents should control how their teenage children use the
Internet?... (Why?/ Why not?)

 How can the Internet help people learn a foreign language?

 There are people who still refuse to use the Internet. Why do you think
that is?

 Is it a good idea to make friends online?... (Why?/ Why not?)

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 3

work and
studies
entertainment shopping

How much influence

does the Internet have
on people's lives?

communication keeping well-

informed

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 TEST 2

Part 1
2 minutes (2.5 minutes for groups of three)

Good morning/ afternoon/ evening. My name is ………………………..

And your names are?

 Where are you from, (Candidate A)?

 And you, (Candidate B)?

First we’d like to know something about you.

Select one or more questions from the following, as appropriate.

Free Time

 How much time do you spend at home?... (What do you enjoy

doing?)
 Have you got any plans for this weekend?... (What are you going to
do?)
 Does anyone you know have an interesting hobby?... (What does
he/ she do?)
 Who do you spend your free time with?... (What sort of things do
you do together?)

Home life

 Could you tell us something about your family?

 Could you describe your family home to me?... (Why?)
 What is the best thing about living in your neighbourhood?
 Is there anything you would like to change about the area where
you grew up?... (Why?/ Why not?)

Media

 How much TV do you watch in a week?... (Would you prefer to

watch more TV than that or less?)… (Why?)
 Tell us about a TV programme you’ve seen recently.
 Do you use the Internet much?... (Why?/ Why not?)

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 Part 2 4. Afternoon activities
4 minutes (5 minutes for groups of three) 5. Shopping

Interlocutor In this part of the test, I’m going to give each of you two
photographs. I’d like you to talk about your photographs on your
own for about a minute, and also to answer a question about your
partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They
show people doing activities in the afternoon.

Place Task 4 in front of Candidate A.

I’d like you to compare the photographs and say what you think
they enjoy about doing these activities in the afternoon.

All right?

Candidate A
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate B), what do you usually do on Sunday

afternoons?... (Why?)

Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 4.

Now, (Candidate B), here are your photographs. They show

people doing shopping in different ways.

Place Task 5 in front of Candidate B.

I’d like you to compare the photographs and say what you think
the people are enjoying about shopping in these ways.

All right?
Candidate B
1 minute ………………………………………………………..
Interlocutor Thank you.
(Candidate A), do you like shopping for clothes?... (Why? Why
not?)
Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 5.

12
What do the people enjoy about doing these afternoon activities? 4

What are the people enjoying about shopping in these ways? 5

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 Part 3 6. Important things
4 minutes (5 minutes for groups of three) in life

Interlocutor Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).

Here are some things that many young people think are
important in their lives and a question for you to discuss. First
you have some time to look at the task.

Place Task 6 in front of the candidates. Allow 15 seconds.

Now, talk to each other about how important these things are
in young people’s lives.

Candidates
2 minutes
3 minutes for
groups of three ……………………………………………………………….

Interlocutor Thank you. Now you have about a minute to decide which two
things are the most important for young people.

Candidates ………………………………………………………………
1 minute
(for pairs and
groups of three)

Interlocutor Thank you. (Can I have the task, please?) Retrieve Task 6.

Part 4 Select any of the following

prompts, as appropriate:
2 minutes (2.5 minutes for groups of three)
 What do you think?
 Do you agree?
Select any of the following questions, as appropriate.  And you?

 Some people think they should not worry too much about their health
when they are in their twenties. Do you agree?... (Why?)

 Should young people work and study at the same time? Why?

 Some young people spend more time with their friends than with their
families. Why do you think that is?

 What is the perfect age to get married? Why?

 What is the most important thing in your life?

 Do you think you spend the right amount of time on the things you
enjoy?... (Why?/ Why not?)

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 6

education
having a boyfriend
friends / a girlfriend

How important are

these things in young
people's lives?

health and
exercise family

15
 TEST 3

Part 1
2 minutes (2.5 minutes for groups of three)

Good morning/ afternoon/ evening. My name is ………………………..

And your names are?

 Where are you from, (Candidate A)?

 And you, (Candidate B)?

First we’d like to know something about you.

Select one or more questions from the following, as appropriate.

Special occasions

 Do you normally celebrate special occasions with friends or

family?... (Why?)
 What did you do on your last birthday?
 Are you going to do anything special this weekend?... (Where are
you going to go?)… (What are you going to do?)
 Tell us about a festival or celebration in (candidate’s country).

Leisure and Entertainment

 Do you like reading books?... (What sort of books do you enjoy

reading most?)
 Is it easy to meet new people where you live?... (Why?/ Why not?)
 Where’s the best place to spend time a free afternoon around here/
in your town?... (Why?)
 Where do you go when you want to spend your free time with your
friends?... (Why?)

Education and Work

 What good memories do you have of school?

 What do you think were the most important things you learned at
primary school.
 Do you plan to study anything in the furture?... (What do you plan to
do?)

16
 Part 2 7. Relaxing activities
4 minutes (4.5 minutes for groups of three) 8. Family activities

Interlocutor In this part of the test, I’m going to give each of you two
photographs. I’d like you to talk about your photographs on your
own for about a minute, and also to answer a question about your
partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They
show people enjoying different activities.

Place Task 7 in front of Candidate A.

I’d like you to compare the photographs and say why the people
have decided to do these things.

All right?

Candidate A
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate B), what do you usually do to relax?

Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 7.
Now, (Candidate B), here are your photographs. They show
families doing things together.
Place Task 8 in front of Candidate B.
I’d like you to compare the photographs and say why the families
have decided to do these things together.
All right?

Candidate B
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate A), do you spend time with your family?... (Why?/

Why not?)
Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 8.

17
 Why have the people decided to do these things? 7

Why have the families decided to do these things together? 8

18
 Part 3 9. Keeping
4 minutes (5 minutes for groups of three) healthy

Interlocutor Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).

Here are some things that help people to keep healthy and a
question for you to discuss. First you have some time to look at the
task.

Place Task 9 in front of the candidates. Allow 15 seconds.

Now, talk to each other about how these things help us to

keep healthy.

Candidates
2 minutes
3 minutes for
groups of three ……………………………………………………………….

Interlocutor Thank you. Now you have about a minute to decide which two
things are the most effective to stay healthy.

Candidates ………………………………………………………………
1 minute
(for pairs and
groups of three)

Interlocutor Thank you. (Can I have the task, please?) Retrieve Task 9.

Part 4 Select any of the following

prompts, as appropriate:
2 minutes (2.5 minutes for groups of three)
 What do you think?
 Do you agree?
Select any of the following questions, as appropriate.  And you?

 Whose responsibility should it be to educate children about health

issues?... (Why?)

 Do you think people these days are healthier than they used to be in the
past?... (Why?/ Why not?)

 Some people keep on smoking and drinking alcohol in spite of knowing

that these activities are bad for our health. Why do you think that is?

 Are there any aspects of your lifestyle that you think you need to change
to improve your health?

 It is often said that health is the most important thing in a person’s life. Do
you agree?

 In what ways can depression have a negative effect on health?

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 9

sleeping well
outdoor a good
exercise social life

How do these things

help us to keep
healthy?

drinking lots following a

of water balanced diet

20
 TEST 4

Part 1
2 minutes (2.5 minutes for groups of three)

Good morning/ afternoon/ evening. My name is ………………………..

And your names are?

 Where are you from, (Candidate A)?

 And you, (Candidate B)?

First we’d like to know something about you.

Select one or more questions from the following, as appropriate.

Likes and dislikes

 What do you like doing in your free time?

 Tell us about a film you really like.
 Do you like studying English?... (Why/ Why not?)
 Do you like watching TV?... (What sort of TV programmes do you
watch?)

Future plans

 What are your ambitions for the future?... (Why do you think you’d
like to do that?)
 Is there anything you’d like to study in the future?
 What kind of work would you really like to do?... (Why?)
 Are you planning to go anywhere special soon?... (Where are you
going?)

Home life

 What do you most enjoy doing when you are at home?... (What do
you like about it?)
 Are there any jobs that you do to help at home?
 Tell us about a teacher you really liked when you were younger.
 How much time do you spend at home?

21
 Part 2 10. The news
4 minutes (4.5 minutes for groups of three) 11. Dancing

Interlocutor In this part of the test, I’m going to give each of you two
photographs. I’d like you to talk about your photographs on your
own for about a minute, and also to answer a question about your
partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They
show people finding out what is in the news.

Place Task 10 in front of Candidate A.

I’d like you to compare the photographs and say why the people
have decided to find out what is in the news in these ways.

All right?
Candidate A
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate B), do you usually read the newspaper?

Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 10.

Now, (Candidate B), here are your photographs. They show

people dancing.

Place Task 11 in front of Candidate B.

I’d like you to compare the photographs and say which you think
is more popular.

All right?

Candidate B
1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate A), do you like dancing?... (Why?/ Why not?)

Candidate B
approximately
30 seconds ………………………………………………………..

Interlocutor Thank you. (Can I have the task, please?) Retrieve task 11.

22
Why have the people decided to find out what is in the news in 10
these ways?

Which type of dancing is more popular? 11

23
 Part 3 12. Holidays
4 minutes (5 minutes for groups of three)

Interlocutor Now, I’d like you to talk about something together for about two
minutes (3 minutes for groups of three).

Here are some things that people choose to do when they are
on holidays and a question for you to discuss. First you have
some time to look at the task.

Place Task 12 in front of the candidates. Allow 15 seconds.

Now, talk to each other about why some people choose to do

these things on holidays.

Candidates
2 minutes
3 minutes for
groups of three ……………………………………………………………….

Interlocutor Thank you. Now you have about a minute to decide which two
things are the best activities to do on holidays.

Candidates ………………………………………………………………
1 minute
(for pairs and
groups of three)

Interlocutor Thank you. (Can I have the task, please?) Retrieve Task 12.

Part 4 Select any of the following

prompts, as appropriate:
2 minutes (2.5 minutes for groups of three)
 What do you think?
 Do you agree?
Select any of the following questions, as appropriate.  And you?

 Which place in your country would you like to visit and why?

 What did you do on your last holidays?... (Why?/ Why not?)

 Some young people decide to take a gap year and travel before they
decide what to study at university. Do you think this is a good idea?

 When travelling long distances, what do you prefer: travelling by bus or

by plane? Why?

 How important is to take holidays from time to time?

 What do people usually do on holidays in (candidate’s country)?

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 12

taking a
short course
going on a staying at
trip home all day

Why do some people

choose to do these
things on holidays?

taking up a getting a
temporary
new hobby job

25
 TEST 5

TEST FOR GROUPS OF THREE

Part 1
2.5 minutes for groups of three

Good morning/ afternoon/ evening. My name is ………………………..

And your names are?

 Where are you from, (Candidate A)?

 What about you, (Candidate B)?
 And you, (Candidate C)?

First we’d like to know something about you.

Select one or more questions from the following, as appropriate.

Languages

 Do you like learning English? Why / Why not?

 What is the hardest thing about learning English? Why?
 In what ways do you think you will use English in the future?
 Would you like to learn another language? Why / Why not?

Home life

 Who do you live with? Can you describe (your father/ your mother/
your brother)?
 Do you like the neighbourhood where you live? Why/ Why not?
 Do you live in a house or a flat? Can you describe it?
 What do you most like about the house or flat where you live?
Why?

Leisure and entertainment

 What sort of things do you like doing in your free time?

 Which do you think is the best day of the week? Why?
 Do you like watching TV? Why/ Why not?
 How much time do you spend checking social networks on the
Internet?

26
 Part 2 13. Difficult activities
4.5 minutes for groups of three 14. Advertising
15. Jobs
Interlocutor In this part of the test, I’m going to give each of you two photographs. I’d
like you to talk about your photographs on your own for about a minute,
and also to answer a question about your partner’s photographs.
(Candidate A), it’s your turn first. Here are your photographs. They show
people doing difficult things.
Place Task 13 in front of Candidate A.
I’d like you to compare the photographs and say which activity you
think is the most difficult and why.
All right?
Candidate A
1 minute ………………………………………………………..
Interlocutor Thank you.
(Candidate B), would you like to be an actor?
Candidate B
approximately
30 seconds ………………………………………………………..
Interlocutor Thank you. (Can I have the task, please?) Retrieve task 13.
Now, (Candidate B), here are your photographs. They show different
kinds of advertising.
Place Task 14 in front of Candidate B.
I’d like you to compare the photographs and say in which place the
advertising is probably most effective.
All right?
Candidate B
1 minute ………………………………………………………..
Interlocutor Thank you.
(Candidate C), would you like to work in advertising?
Candidate C
approximately
30 seconds ………………………………………………………..
Interlocutor Thank you. (Can I have the task, please?) Retrieve task 14.
Now, (Candidate C), here are your photographs. They show people
making money.
Place Task 15 in front of Candidate C.
I’d like you to compare the photographs and say which job you think is
the easiest.
All right?
Candidate C
1 minute ………………………………………………………..
Interlocutor Thank you.
(Candidate A), would you like to work in an office?
Candidate A
approximately
30 seconds ………………………………………………………..

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Which activity do you think is the most difficult and why? 13

In which place is the advertising most effective? 14

Which job do you think is the easiest? 15

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 Part 3 16. Modern
5 minutes lifestyles

Interlocutor Now, I’d like you to talk about something together for about three
minutes.

I’d like you to imagine that a discussion is taking place about

modern lifestyles. Here are some things some people say
would be very difficult to live without and a question for you to
discuss. First you have some time to look at the task.

Place Task 16 in front of the candidates. Allow 15 seconds.

Now, talk to each other about why some people think these
things would be difficult to live without.

Candidates
3 minutes for
groups of three ……………………………………………………………….

Interlocutor Thank you. Now you have about a minute to decide which thing
most people would find most difficult to live without.

Candidates ………………………………………………………………
1 minute
(for pairs and
groups of three)

Interlocutor Thank you. (Can I have the task, please?) Retrieve Task 16.

Part 4 Select any of the following

prompts, as appropriate:
2.5 minutes for groups of three
 What do you think?
 Do you agree?
Select any of the following questions, as appropriate.  And you?

 What do you think is the most useful device that has been invented in the
last 20 years? Why?

 Do you think modern technology reduces or increases stress?

 Which jobs do you think might be replaced by robots in the future?

 How have advances in technology changed the way people communicate

with each other?

 Some people say that certain computer games are too violent. What do
you think?

 What changes would you like to see science or technology make to the
world?

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 16

computer
internet TV
Why do some people think
these things would be
difficult to live without?

washing
machine car

30