READY FOR SPEAKING e Speaking paper consists of four separate parts and lasts 14 minutes. You will probably the test with another candidate, although itis possible to be part of a group of three; this case, the test lasts 20 minutes, There are two examiners: the interlocutor, who enducts the test and asks the questions, and the assessor, who listens to the test and ssesses your performance. The interlocutor also assesses and contributes to your 2 interlocutor asks you questions which require you to give basic personal information bout yourself, You are not actively invited to speak with your partner in this part. Choose three of the following categories and for each one, write three questions you could ask another student. family and friends future plans hobbies and interests sport and keeping fit travel and holidays TV and internet work and study Begin your questions with the following words: Whet..? When...2 Where..? Who..? Why..? If you write a question which only requires 2 short answer, write another which will encourage the other student to say more. Where do you live? What do you like about living there? 2 Work with another student. Interview each other using the questions you have Do/Are/Have/Would you..2 How...? How long/often/much/many...? | prepared. Develop your answers, making sure they are relevant to the question. 3 00.5 Listen to two students, Siva and Luca, doing Part 1 ofthe Speaking test and answer the following questions. 1 Doss the intrtocutor ask any ofthe same questions you prepared? 2 Why does the interlocutor interrupt Silvia at the beginning? ! 3. What advice would you give to Luca to help him improve his performance? * Donot learn long, pre-prepared answers for this part of the exam. They may not be entirely appropriate to the question you are asked and they will probably not sound very natural * Do, however, make sure you know individual items of vocabulary which are relevant to yourself. For example Your hobbies and interests ‘Ym really keen on rock climbing.” ‘The course you have decided to study ‘I would like to study for a degree in aeronautical engineering.’ ‘What your parents do ‘My mother’s a systems analyst’READY FOR SPEAKING ete ‘Comparing the photographs In both pictures... (One (obvious) similarity! difference is that. In this picture whereas/while in the other one ‘Speculating It might be useful in the future for (work) He'll probably have to do it himself one day. It looks as if they're ‘enjoying (the sun). Itlooks quite (exciting) Fillers Words or phrases which enable you to think while you are | speaking, Well... Let's see... Wihat else (can | say)? Speaking Part2Long turn Total time: 4 minutes You have one minute to compare two photographs, and then say something else about them in response to instructions given to you by the interlocutor. You also have about 30 ‘seconds to comment on your partner's pictures. You do not talk to your partner in this part. 1 Student A: Look at these photographs. They show children learning new skills Compare the photographs and say why it might be useful for children to learn skills like these. ‘Student B: When your partner has finished, say what new skill you would like to learn. 2 Now change roles, Go to the Additional materials on page 202 and do the Speaking Part 2 task, 3 © 0.6 Listen to Silvia and Luca doing the Part 2 task and answer the following questions 1, How well does each person carry out their task when they are Student A? 2 How well do they use the 30 seconds when they are Student 8? Cee Student A, * Point out the similarities and differences between the photographs. Avoid language such as / can see, as this may lead you simply to describe the photographs rather than compare them, * Leave sufficient time to deal with the question which is printed above the Photographs. This part of the task, in particular, gives you the opportunity to produce a wide range of language. * Keep speaking until the interlocutor stops you; make the most of your minute to demonstrate your language abilities. Student B * Speak for the full 30 seconds. * Develop your answer by giving reasons for your opinions and, where relevant, examples. Why might it be useful for children to learn skills like these?READY FOR SPEAKING Speaking Part 3 Collaborative task Total time: 4 minutes “After explaining the task, the interlocutor listens while you and your partner discuss a |euestion together for two minutes. The interlocutor then gives you a further minute to try S agree on a decision related to your initial discussion. * 1 Some people think that teenagers who go to schoo! should also do some part-time ‘work. Below are some things they think about and a question for you to discuss. Talk with your partner for two minutes about whether teenage schoolchildren should do part-time work. Peedi seas en cg ocr een and Ceca PEM hy Pee | tir on schoolwork 2. Now you have about one minute to decide what you think is the most important reason for teenage schoolchildren to do part-time work. * In task 1, you are not expected to discuss all five prompts; aim to speak about three or four of them in the two minutes you are given for this task. ‘= Express and justify your opinions, ask your partner what they think and respond to what they say by agreeing, disagreeing or adding a further comment. © Take turns with your partner to speak; do not dominate the discussion. * In task 2, summarise your discussion in task 1 and work towards a decision. It does not matter if you do not agree with your partner, and you will not lose marks if you do not reach a decision, = Inboth tasks, continue your discussion until the interlocutor asks you to stop. Make the most of the time you are given to demonstrate your English and your conversation skills. 3 © 0.7 Listen to Part 3 and answer the questions. 1. How does Silvia encourage Luca to talk in the first task in Part 3? 2, How many of the five discussion areas do they talk about in the first task? 2. In the second task, what do Silvia and Luca decide is the most important reason for ‘teenage children to do part-time work? eee ‘Asking your partner for their opinion What do you think? How do you feel about that? Do you agree (with me on that)? Agreeing and disagreeing Jagree with you (up to. point). I think you're right/wrong. I think s0, too. | don't agree. 1 (completely) disagree. 1 (realy) don't tink so. Changing to another topic Let's talk about... irst/next. Shall we move on to... now? ‘Summarising your discussion As we said before... We both agreed before thet... You made a good point before about...Part 4 Further discussion Total time: 4 minutes ‘The interlocutor asks further questions related to the topic introduced in Part 3. You might ‘each be asked individual questions, or you may be encouraged to interact with your partner and comment on what each other says. 1 Discuss the questions below with your partner. Develop your answers, justifying your opinions and giving examples if necessary. Interact with your partner, listening and responding to each other's comments. How easy is it for young people to get part-time work in your country? ‘Should teenagers who work give some of the money they earn to their parents? Is it better for young people to get a full-time job after they leave school or should they go on to further education? How well do you think schools prepare young people for the world of work? Do you think its better to work for other people or to be self-employed? What do you think it would be like if you never had to work? 2 Listen to Part 4 and answer the follo 19 questions. 1. How well do Silvia and Luca interact with each other in Part 4? 2. How well do they develop their answers? ete Giving your opinion Inmy opinion... Personally, [think that... Tomy mind. Gathering your thoughts 'm not quite sure, but | think... don't really know, but | imagine. haven't thought about it before, but perhaps... For language of Agreeing and Disagreeing, see page 143.