REVIEW: Speaking 1–6

SAMPLE
RESPONSES AND
MARKING GRID
Can use the Present Simple to ask and answer questions about habits and routines.
Can use was and were to talk about the past
Can use the Past Simple of regular verbs to talk about the past
Can use the Past Simple of irregular verbs to talk about the past
Can make and respond to suggestions
Can talk about hobbies and interests

Sample Responses
1 Work in a pair to ask and answer questions about sporting activities.

Use the prompts in the box to take turns to ask Student A/B questions about the Swimming/Tennis
Club. Then use your advert about the Swimming Club/Tennis to answer the questions that Student B/A
asks you.

Student A: Student B:
Tennis Club *Big Fish Swimming *Cresswell Tennis Club* Swimming Club
 name / club? Club*  Learn new tennis  name / club?
 what / learn? shots  who / swim
 who / get help  Improve your speed  Play in the local against?
from?  what / get free?
league
 how much / join?  Swim against other  how much / join?
 Get help from
 when / meet? local clubs  time / training?
other members
 where / meet?  Free swimming hat Only £25 per year!  what / web
for every member - Meets every Wednesday address
Only £37 to join! and Saturday at 10.30 a.m.
Training every Thursday - Meets at the tennis
at 6.30 p.m. courts in Centretown Park
www.bigfish.swim.com

Possible Questions:
Student A: Student B:
- What’s the name of the (tennis) club? - What’s the name of the (swimming) club?
- What can you learn (at the club)? - Who can you swim against (at the club)?
- Who can you get help from? - What do you get free?
- How much does it cost to join / is it to join? - How much does it cost to join / is it to join?
- When do they / does the club meet? - What time is the training (at)?
- Where do they / does the club meet? - What’s the web address (of the club)?
Answers for all of these questions will be lifted directly from the respective text..

2 A friend wants to start a new hobby and has asked for your advice about what to choose. She wants
a hobby that is fun and that she can do with other people.
Look at the four photos and:
 discuss with Student B/A what is good and bad about each hobby;
 decide with Student B/A which hobby would be best for your friend;
 discuss with Student B/A what suggestions and advice to give your friend about starting this
hobby.
Then answer the questions from your teacher.

Student A/B:
Expected Responses:
Student A: I think dance is good because you learn to move well and it’s nice to dance to music.

© 2017 Pearson PHOTOCOPIABLE 1

 REVIEW: Speaking 1–6
SAMPLE
RESPONSES AND
MARKING GRID
Student B: Yes, but you have to do a lot of practice and you can’t decide which music – the teacher decides. I think
cycling like this is a lot of fun. You can go a long way and see some nice things.
Student A: Yes, but you need a bike and they are expensive. Judo is very good for being strong.
Student B: I like team sports and judo is an individual sport. I think it’s easy to hurt yourself too.
Student A: I agree. I think that skateboarding is cool. You can do it with your friends and learn new things together.
Student B: Yes, but you need a special place in your town to do it. It’s good because we have one here, but there aren’t
these places everywhere.
Student A: Yes, but I think the skateboarding is best because it’s fun and cool and you can do it here.
Student B: Yes, I agree and it’s free after you buy a skateboard. So let’s tell our friend to get a good skateboard first.
Student A: Yes, and then to go to the park and try to do it there, but not too fast.
Student B: Yes, and to go with friends who like it too.
Student A: Like us!
Student B: Yes, like us.

Expected Answers to Questions:

1 I really like playing football because all of my friends play too. / I like playing video games because they are fun and I
can play against other people online.
2 I’d like to try going under the water with air, err, diving. I think it’s really interesting to see all the fish and other
things. / I want to learn ice hockey. I think it’s very fast and a little bit dangerous too, so I like that.
3 I liked making little aeroplanes and other things in plastic. It comes in a box and you put all the pieces together. It was
nice when I finished it to see the aeroplane like a real one. / I liked playing kids’ games on the computer and tablet.
There were some nice games on the internet.
4 Yes, I like sport. Football is my favourite and it’s good playing with my friends and against other teams. Winning is
the best thing! / I like watching sport, but I don’t play much. I really like basketball, but I’m not very tall so I’m not
good at it.
5. I prefer to go out, if it’s raining too – I don’t mind. I can’t stand staying inside all the time so my friends and I go out. /
I like staying in usually. I sometimes go out to the shopping centre to hang out with friends, but usually I stay at home
and play on my computer.

Marking Grid
Marks out of 20 should be awarded for the two tasks combined (each task is worth a maximum of 10 marks).

Marks Task Spoken Spoken Range Accuracy

achievement production and interaction
fluency
0 Award 0 marks only if there is no spoken utterance to assess or if what is said is unintelligible or is an
obviously rehearsed response bearing little relation to the tasks.
1 Phonological, Hesitation will be Control will The range of Some words or
lexical and extremely probably be language, lexical short phrases may
grammatical intrusive; available insufficient for and grammatical, is be accurate but
inaccuracies time will not be even the simplest probably frequent
impede almost all utilised effectively; of tasks; insufficient even grammatical and
task achievement. pronunciation of there may be not for simple lexical errors, even
May not even some single words utterances even at prompts. in basic language,
achieve the may be intelligible; sentence level; will impede almost all
simplest part of any longer be hesitant and coherence and
the task. Many utterances will be unsure when communication of
responses will not difficult to responding to ideas.
be attempted (lack understand; no teacher and/or
of linguistic natural use of peer input.
resources or stress, rhythm and
misunderstanding intonation to
of input). express meaning.

© 2017 Pearson PHOTOCOPIABLE 2

 REVIEW: Speaking 1–6
SAMPLE
RESPONSES AND
MARKING GRID
2 Phonological, Hesitation may be Control may be The range of Some words or
lexical and excessive and sufficient for very language, lexical short phrases may
grammatical frequent; available simple tasks but and grammatical, is be accurate but
inaccuracies time will probably not more complex sufficient for frequent
impede task not be utilised ones. simple prompts grammatical and
achievement. effectively; No extended but not for more lexical errors, even
Achieves only pronunciation of discourse. complex tasks. in basic language,
simplest part of single words may May be hesitant impede coherence
the task in a be intelligible but and unsure when and
limited way. Many longer utterances responding to communication of
responses may not difficult to teacher and/or ideas.
be appropriate or understand; little peer input.
are not attempted or no
(lack of linguistic natural use of
resources or stress, rhythm and
misunderstanding intonation to
of input). express meaning.
3 Achieves most of Hesitation may be Control is sufficient The range of Most words, short
the task, but in a evident but is not for simple tasks language, lexical phrases and some
limited way; some excessive; available and some more and grammatical, is longer utterances
responses may be time may not complex ones. sufficient for will be accurate
inappropriate, always be utilised Some extended simple prompts but occasional
ambiguous or not effectively. discourse. and for most more grammatical and
attempted (lack of Pronunciation of May be occasional, complex tasks. lexical errors, may
linguistic resources most utterances but not intrusive, There may be little impede coherence
or will be intelligible hesitation and or no lexis or and
misunderstanding with occasional uncertainty when structure used that communication of
of input). words difficult to responding to is above the target ideas.
understand; teacher and/or level.
attempts made to peer input.
use stress, rhythm
and intonation to
express meaning.

4 Achieves all of the Only natural Control is sufficient The range of All words, short
task in a hesitation evident, for all tasks; language, lexical phrases and longer
appropriate and but this is not Multiple occasions and grammatical, is utterances will be
comprehensive excessive; available of extended sufficient for all accurate with only
way; all responses time is consistently discourse; tasks. occasional
are appropriate utilised effectively. no intrusive There may be grammatical and
and unambiguous Pronunciation of all hesitation or multiple examples lexical errors,
utterances will be uncertainty when of lexis and/or which do not
intelligible with responding to structure used that impede coherence
only occasional teacher and/or is above the target and
mispronunciation peer input. level. communication of
of individual ideas.
words; stress,
rhythm and
intonation used
well to express
meaning.

© 2017 Pearson PHOTOCOPIABLE 3