Exam Speaking Test | Teacher’s Notes

B1 Preliminary for Schools, Speaking, Part 2 (extended turn)

Task 1 (2–3 minutes)
Objective: Students are assessed on their ability to use appropriate language to describe one colour
photograph.

Allocate A and B to each student. Tell students that they will talk about the photo. Read out these tips
to students:

• Look at the photo carefully and give relevant answers.

• Imagine you’re describing the photo to someone who can’t see it, so that you can describe it as
fully as possible.
• Try to show how much vocabulary related to the topic you know.
• If you don’t know a word, use language to describe it, e.g. It’s a thing for …

Follow the exam script below. Speak slowly and clearly.

Teacher’s script – Student A

Now I’d like each of you to talk on your own about something. I’m going to give each of you a
photograph and I’d like you to talk about it.

A, here is your photograph. It shows people living with extreme weather.

Place Student A’s worksheet in front of him/her.

B, you just listen.

A, please tell us what you can see in the photograph.

Allow a maximum of one minute for Student A to describe the photo.

Back-up prompts
• Talk about the people.
• Talk about the place.
• Talk about the transport.

Thank you.

Move on to Student B.

Follow the exam script below. Speak slowly and clearly.

Teacher’s script – Student B

B, here is your photograph. It shows a police officer at a crime scene.

Place candidate B’s worksheet in front of him/her.

A, you just listen.

B, please tell us what you can see in the photograph.

Allow a maximum of one minute for Student B to describe the photo.

Exam Speaking Test | Teacher’s Notes
Back-up prompts
• Talk about the person.
• Talk about the objects.
• Talk about the place.

Thank you.

Thank Student B and move on to Task 2.

International Certificate Level 2, Section 11 (discussion)

Task 2 (2–3 minutes)
Objective: This part assesses the candidate’s ability to discuss a question.

Tell students that you are going to ask them to discuss a question. Read out these tips to students:

• You can use these phrases to express your opinions:

I think/believe/feel that …
I’m sure/certain that …
It seems to me that …
As I see it …
From my point of view …
• Make sure students understand the focus of the question: to argue for or against a type of sport.
• Make sure students listen to what each other says and respond appropriately.

Follow the exam script below. Speak slowly and clearly.

Teacher’s script

Now, we are going to discuss something together. The question is:

Is it better for teenagers to play team sports or individual sports?

What do you think?

Use the following arguments as appropriate to take an opposing view to that of the test taker:

For playing team sports • You can make new friends.

• It helps you build teamwork skills.
• You have the team to support you when you lose.
• It helps motivate you to do exercise.

Against playing team • You can’t be independent.

sports • You can’t play when you want.
• It can create competition between teammates.
• More players on the pitch/court etc. can make injuries more
likely.

Say:

Thank you. That is the end of the test.

For assessment criteria, go to a separate file.