SPEAKING TESTS

GUIDELINES FOR TEACHERS / EXAMINERS

A) INTRODUCTION
The aim of the Speaking Test is to assess students’ ability in spoken English taking
into account specific criteria. The Speaking Test takes place in the following cycles:

B12/F06 I06/F09 I12/F12

B) GENERAL DESCRIPTION

Examiner: 1 (teacher in charge of the class is the examiner)

Grouping: Students should be grouped in pairs if there are up to 14 students
registered. However, in case there are 15 students or more, the
Speaking Test should be taken in groups of three.
Timing: 8 minutes (PAIRS)
10 minutes (GROUPS OF THREE)
Parts: 3
Marks: 10

C) STRUCTURE AND TASKS

Part 1 INTRODUCTION Pairs: 2 minutes

Groups of three: 2 ½ minutes
Students are asked questions about familiar topics such as family, lifestyles, hobbies,
holidays, routines, etc. The teacher / examiner has a list of questions to choose from.
Students can be asked the same questions.
The main aim of this part is to put students at ease. Students should be discouraged
from giving one-word answers, therefore they should be asked to extend their
answers with reasons and examples.

Part 2 COLLABORATIVE TASK Including instructions

Pairs: 4 minutes
Groups of three: 4 ½ minutes
Teacher / Examiner shares a piece of paper or PPT presentation which shows a
situation and students are asked to develop a conversation together. Give students
some time to look at the information. The examiner shouldn’t take part in the
interaction. This part is based on the NAVIGATE series speaking lessons. Students are
expected to talk to each other, exchange ideas and if possible, make a decision using
appropriate functional language.

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 Part 3 FOLLOW-UP QUESTIONS Pairs: 2 minutes
Groups of three: 3 minutes

Students are asked questions related to the topic discussed in Part 2 and are given
the opportunity to answer opinion-based questions. The teacher/ examiner has a list
of questions to choose from and decides if students are asked the same or different
questions.

D) MARKING

Examiners use the following criteria to assess students’ performance:

Interactive Communication Ability to initiate, maintain and 5 marks

respond naturally in conversations
Discourse Management Production of extended speech 5 marks
with use of cohesive devices
Pronunciation Stress, intonation and individual 5 marks
sounds
Language Accuracy, appropriateness and 5 marks
range

See Speaking Test Assessment Scale on the following page.

Students are given a total out of 20 and this is then divided by 2 to get a mark out
of 10. Remember that a passing grade of 70% requires that students score a total
of 7 for Speaking Tests.

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 SPEAKING TEST ASSESSMENT SCALE

INTERACTIVE DISCOURSE
LANGUAGE
COMMUNICATION MANAGEMENT PRONUNCIATION

-Always initiates and -Produces stretches of - Appropriate intonation. -Shows good use of
responds language of extended - Stress is placed grammatical forms
5 appropriately speech with little correctly in words and -Attempts more
-Manages without hesitation sentences. complex structures
support -Excellent range of - Individual sounds are -Uses a range of
cohesive devices clearly pronounced. vocabulary to discuss a
-Little repetition range of familiar topics

4.5 Performance shares features of bands 4 and 5

-Initiates and -Produces stretches of - Intonation is, on the -Shows generally good
responds language of extended whole, appropriate. use of simple
4 appropriately most of speech with some - In general, stress is grammatical forms
the time hesitation placed correctly in words -Little attempt at more
-Can keep going with -Good range of and sentences. complex structures
little support cohesive devices -Individual sounds are -Mainly uses
-Some repetition clearly pronounced most appropriate vocabulary
of the time. to discuss familiar
topics

3.5 Performance shares most features of band 4 and some features of Band 2
3 Performance shares features of bands 2 and 4
2.5 Performance shares most features of band 2 and some features of Band 4

-Maintains simple -Produces responses -Flat intonation. -Shows sufficient

exchanges despite beyond a short phrase -Stress is sometimes knowledge of simple
2 some difficulty with some hesitation placed incorrectly in grammatical forms
-Requires some -Uses basic cohesive words and sentences. -Almost no attempt at
support devices -Some individual sounds complex structures
- Quite frequent are mispronounced. -Uses limited
repetition of ideas vocabulary to discuss
familiar situations

1.5 Performance shares features of bands 1 and 2

-Has difficulty -Little knowledge of -Inappropriate -Shows poor

maintaining managing discourse intonation. knowledge of simple
1 exchanges -Frequent hesitation -Stress is often placed grammatical forms
-Requires additional - Frequently repeats incorrectly in words and -No attempt at more
prompting information sentences. complex structures
-Several individual -Uses a vocabulary of
sounds are isolated words and
mispronounced. phrases

0 Performance below Band 1

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E) BEFORE THE DAY OF THE SPEAKING TEST

• Make sure you inform students about the date of the Speaking Test (check
corresponding syllabus).

• Inform students about the structure of the test as well as the assessment criteria
you will take into account.

• For face-to-face lessons, ask your Head or Deputy Head for the Speaking File, in
which you will find the material to assess your students.

• For online/ blended lessons, use the practice tasks uploaded in VEX (BASIC-
INTERMEDIATE COURSES- NAVIGATE - ROOM FOR TEACHERS).

• Download the Speaking Test Marksheet (a Word document uploaded in VEX).

Complete it with your students’ names and have it ready for the day of the
Speaking Test.

F) ON THE DAY OF THE SPEAKING TEST

• When preparing this lesson, think about how much time you will use for the
Speaking Test. For example, if you have 12 students, you will need 6 pairs.
Consider 10 minutes per pair (the actual test takes 8 minutes, but consider 10
because of the time you will have to use between groups). 6 pairs x 10 minutes
= 60 minutes. If you are teaching a Daily course, your lesson lasts 90 minutes, so
you need to prepare a 30-minute class before you start with the Speaking Test.

• Tell students you are going to start with the Speaking Test. Organize groups with
the whole class and go to the assigned room (face-to-face lessons) or create the
corresponding breakout rooms (online/ blended lessons). Before organizing the
groups, tell them which group will be the first one (you can also ask for
volunteers).

• Bear in mind that the other students should practise while their classmates are
taking the Speaking Test. It is advisable to tell them to use the activities in
Lessons 4 of the book (Functional language). Tell your students that once they
finish the speaking test, they can leave the virtual room.

• Start the test following the script. Some points to remember:

o Make sure you have a watch/ clock to control the time

o Follow the script provided in the tests. If a student does not understand
a question, use the backup questions included in the test.
o Do not patronize students by saying “Very good!”, “Excellent!” or “Well
done”. When a student finishes, smile and say “Thank you”.
o Organize the material beforehand.
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o When the test is over, thank students and tell them they can leave the
room.
o Complete the criteria in the marksheet (all the boxes) before joining the
next breakout room.

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 Test 1

Part 1

Examiner: Good morning/ afternoon/ evening. My name is...

What are your names?
First of all, I’d like to know something about you.

Select two or more questions to ask students. Use back-up questions (in italics) in case
of weak students.

Family and friends:

• Tell me about your family. / Have you got any brothers or sisters? Children?
• Do you like spending time with your family? What do you like doing with them? If
not, why not? / What activities do you and your family like doing together?
• Can you tell me a bit about your best friend? / Who’s your best friend? Where and
when did you meet him/her?
• How often do you see your friends? What do you do together? / Do you usually go
out with your friends?
• Are you good at making new friends? / Do you make new friends easily?

Your future:

• Have you ever considered moving away? Why/why not? / Would you like to live in
another city or country? Why?
• When is your birthday? How will you celebrate it? / What do you like doing on your
birthday?
• How do you see yourself in five years from now? / Do you have any plans for the
future?
• Do you like planning things ahead or are you spontaneous? / Do you like making
plans? Why/ why not?
• Do you think technology will change your life in the future? Why? Why not? / How
will technology change your life in the future?

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Part 2

Examiner: In this part of the test, I’d like you to talk about something together for
about three minutes.
You are going to see some opinions from street interviews about recent
trends in shopping. I’d like you to discuss how far you agree or disagree
with these views. Now, you have some time to look at the task.
Place Task 2 in front of the students. (Students have 30-45 seconds to look
at the task)
Please, talk to each other about the opinions and then decide which
three opinions you all agree with the most.
All right?
(Students develop the conversation)
Thank you. Can I have the task, please? (Retrieve Task 2)

Part 3

Examiner: Select one or more questions to ask students. Use back-up questions in
italics in case of weak students.

• What makes a pleasant shopping experience? / What do you like about shopping?
Why?
• Is it better to go shopping alone or with someone else? Why? / What do you prefer:
going shopping alone or with someone else? Why?
• How do you feel about going on a shopping holiday? / Would you travel to another
country to go shopping only? Why? Why not?
• Do you enjoy shopping for somebody else? Why/ Why not? / Do you like buying
things for other people? Why/ Why not?
• What is the best or the worst gift you have ever received? / Have you ever received
a great or a horrible present? What was it?
• What are the dangers of shopping online? / Why might shopping online be
dangerous?

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 TEST 1- PART 2

What’s trending in shopping?

Look at some opinions from people interviewed about recent trends in

shopping. Do you agree or disagree with their views? Discuss and give your
opinions.

• In a few years nearly all shopping will be done online.

• I go shopping if I feel depressed or sad.
• Shopping should not be seen as a form of therapy.
• Online shopping is good for the environment.
• I never buy clothes online. I need to see how I look, so I go to the clothes
shop.

You don’t need to discuss all the topics. Speak for about 3 minutes.
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 Test 2

Part 1

Examiner: Good morning/ afternoon/ evening. My name is...

What are your names?
First of all, I’d like to know something about you.

Select two or more questions to ask students. Use back-up questions (in italics) in case
of weak students.

Your town/city/neighbourhood:

• What do you like about living in Lima? What about the things that could be
improved? / Do you like living in Lima? Why? / Why not?
• Is your neighbourhood quiet? What do you like about living there? / Do you like living
in your neighbourhood? Why? / Why not?
• If you could live in another place, where would it be? Why? / Would you like to live
in another place? Why?
• Is it important to get along with your neighbours? Why? / Why not? / Do you like
your neighbours? Why? / Why not?
• What facilities do you think your neighbourhood needs? / Are there enough parks,
sports centres, etc. near where you live?

The Internet:

• How much time do you spend on the Internet? / Do you like spending time on the
Internet?
• Are you part of social networks like Facebook or Instagram? Why? Why not? / Do
you have a Facebook or Instagram account? How often do you use them?
• How can the Internet help you to learn English? / Is the Internet useful to learn
English? How?
• What kind of sites do you visit on the Internet? Why? / Tell us about your favourite
webpages. Why do you like them?
• What do you use the Internet for? / Do you use the Internet for entertainment,
education or work?

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Part 2

Examiner: In this part of the test, I’d like you to talk about something together for
about three minutes.
You are going to discuss some different jobs, and the skills needed to be
good at these jobs. Now, you have some time to look at the task.
Place Task 2 in front of the students. (Students have 30-45 seconds to look
at the task)
Please, talk to each other about the jobs and then decide which three
skills are the most important for any job.
All right?
(Students develop the conversation)
Thank you. Can I have the task, please? (Retrieve Task 2)

Part 3

Examiner: Select one or more questions to ask students. Use back-up questions in
italics in case of weak students.

• What would be the ideal age to start working? Why? / What is the best age to start
working? Why?
• What are some jobs that you think would be boring? Why? / Can you mention any
boring jobs? Why do you think they are boring?
• What are the pros and cons of running your own business? / What are the
advantages and disadvantages of having your own business?
• Some people would love to travel a lot as part of their jobs. Do you agree with them?
/ Would you like to have a job in which you had to travel a lot? Why? Why not?
• Is it more important to have a well-paid job or to have an enjoyable job? Why? / Is
it better to make a lot of money or to enjoy your job? Why?
• What makes a good job? / What are the characteristics of a good job?

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 TEST 2- PART 2

What makes someone a good…?

Look at some different jobs. What skills do you think are most important for
each job? Discuss and give your opinions.

• dentist
• engineer
• accountant
• teacher
• actor
• personal fitness trainer

You don’t need to discuss all the jobs. Speak for about 3 minutes.

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 Test 3

Part 1

Examiner: Good morning/ afternoon/ evening. My name is...

What are your names?
First of all, I’d like to know something about you.

Select two or more questions to ask students. Use back-up questions (in italics) in case
of weak students.

Past experiences:

• Did you use to enjoy school as a child? / Did you like going to school when you were
a child?
• What was your favourite free time activity when you were a child? / What did you
like doing when you were a child?
• What was your favourite subject when you were in primary school? / Did you like
Maths / Literature / English when you were in primary school?
• Did you use to travel with your parents when you were younger? Why? Why not? /
Tell us about a memorable trip when you were a child.
• What did you do for your last birthday? Why? / Do you remember what you did for
your last birthday?

Work and studies:

• Why is learning English important to you? / Why are you studying English?
• What is your dream job? Why? / Is there a job you would really like to have? Why?
• Have you ever considered moving abroad to work or study? / Would you like to study
or work in another country?
• What would you like to accomplish in the near future? Why? / What is your biggest
goal in life?
• Is there any course you would like to study in the near future? Why? / What would
you like to study in the near future? Why?

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Part 2

Examiner: In this part of the test, I’d like you to talk about something together for
about three minutes.
You are going to compare and recommend two examples of some forms
of entertainment. Now, you have some time to look at the task.
Place Task 2 in front of the students. (Students have 30-45 seconds to look
at the task)
Please, talk to each other about your examples and then decide which
of the items recommended you most want to see, play, read or listen
to.
All right?
(Students develop the conversation)
Thank you. Can I have the task, please? (Retrieve Task 2)

Part 3

Examiner: Select one or more questions to ask students. Use back-up questions in
italics in case of weak students.

• Some people think that you can have fun without spending a cent. Do you agree? /
Is it possible to have fun without spending money? How?
• Do you think that going to crowded places such as discos or shopping centres is
entertaining? Why? Why not? / Do you like going to places with a lot of people (for
example, discos or shopping centres)? Why? Why not?
• Do you think that entertainment is an important part of people’s lives? Why? Why
not? / Do people need time to relax? Why? Why not?
• Can you recommend a place to go with your friends when you want to relax? / Where
do you go with your friends when you want to relax?
• How will technology change the way we see entertainment? / Will technology
change the way we have fun? How?
• Some people think that having fun is about going to discos and dancing. Do you
agree? / What do you prefer: going to a café and chat with friends or a party? Why?

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 TEST 3- PART 2

I would really recommend it

Look at some different forms of entertainment. Think of two examples you can talk
about. For example, two films you have seen. Tell your partner(s) about them,
comparing and recommending.

• play
• film
• TV series
• video game
• book
• music album

You don’t need to discuss all the forms of entertainment. Speak for about 3
minutes.

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 Test 4

Part 1

Examiner: Good morning/ afternoon/ evening. My name is...

What are your names?
First of all, I’d like to know something about you.

Select two or more questions to ask students. Use back-up questions (in italics) in case
of weak students.

Your future:

• Have you ever considered moving away? Why/why not? / Would you like to live in
another city or country? Why?
• When is your birthday? How will you celebrate it? / What do you like doing on your
birthday?
• How do you see yourself in five years from now? / Do you have any plans for the
future?
• Do you like planning things ahead or are you spontaneous? / Do you like making
plans? Why/ why not?
• Do you think technology will change your life in the future? Why? Why not? / How
will technology change your life in the future?

Family and friends:

• Tell me about your family. / Have you got any brothers or sisters? Children?
• Do you like spending time with your family? What do you like doing with them? If
not, why not? / What activities do you and your family like doing together?
• Can you tell me a bit about your best friend? / Who’s your best friend? Where and
when did you meet him/her?
• How often do you see your friends? What do you do together? / Do you usually go
out with your friends?
• Are you good at making new friends? / Do you make new friends easily?

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Part 2

Examiner: In this part of the test, I’d like you to talk about something together for
about three minutes.
I’d like you to imagine that you and your partner(s) want to arrange a
meeting at the weekend, but you have very busy schedules. Now, you
have some time to look at the task.
Place Task 2 in front of the students. (Students have 30-45 seconds to look
at the task)
Please, talk to each other and agree on the aspects given. Remember:
you don’t have to agree with your partner(s) immediately because you
are very busy at the weekend.
All right?
(Students develop the conversation)
Thank you. Can I have the task, please? (Retrieve Task 2)

Part 3

Examiner: Select one or more questions to ask students. Use back-up questions in
italics in case of weak students.

• Do you think that people have busier lives nowadays? Why? / Do people have too
many things to do nowadays? Why?
• Do you think that it is a good thing to study and work at the same time? Why? / Is it
possible to work and study at the same time? Why?
• Is it a good idea to allow children to do nothing when they are on holidays? / Why?
Should children do lots of activities or rest at home when they are on holidays? Why?
• Do you and your friends have similar interests? Can you give us an example? / Do
you and your friends like doing the same things? Can you give us an example?
• Is there a place you know people should definitely go when they want to meet their
friends? / What place would you recommend for a group of friends who want to have
a chat?
• What is the best way to make new friends? / How can people make new friends?

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 TEST 4- PART 2

Sorry, I can’t make it.

You want to arrange to meet your partner(s) at the weekend. However, you
have a busy schedule and it is very difficult for you to agree on a time / place.
Have a conversation together and try to agree on:
• When to meet
• Where to go
• What time
• What to do

Remember you don’t have to agree with your partner(s) immediately because
you are very busy at the weekend.

Speak for about 3 minutes.

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