REVIEW: Speaking 1–6

SAMPLE
RESPONSES AND
MARKING GRID
Can use language related to threatening and warning
Can ask for advice on a wide range of subjects
Can give advice on a wide range of subjects
Can use language related to wellness and illness
Can use language related to astronomy
Can use language related to sports
Can use language related to appearance
Can express belief, opinion, agreement and disagreement politely

Sample Responses
1 Work with Student B/A to roleplay some short conversations asking for and giving advice.

Student A:
1 You’ve got a bad headache.
2 You haven’t done your homework.
Student B:
1 You feel stressed today.
2 You don’t want to go to a friend’s party.

Student A/B:
Expected Exchange:
1A
Student A: Hello, George, can you help me?
Student B: What’s the matter?
Student A: Well, I’ve got a really bad headache.
Student B: Have you tried taking any tablets?
Student A: Yes, I took some two hours ago, but they’ve done nothing.
Student B: If I were you, I’d have a rest. A good sleep always helps me.
Student A: Thanks, I’ll try that.

1B
Student B: Hi Gina, can you give me some advice, please?
Student A: Why, what’s wrong?
Student B: I’m feeling really stressed today.
Student A: Have you thought about going for a long walk and then having a swim?
Student B: I haven’t got time for that.
Student A: You should try to relax.
Student B: If you were me, what would you do?
Student A: I’d go for a walk.

2A
Student A: I haven’t done my homework. What should I do?
Student B: Why haven’t you done it?
Student A: I didn’t understand it.
Student B: You should tell your teacher. She can explain it to you.
Student A: She’ll be angry with me.
Student B: No, she won’t, but she might be if you don’t tell her why you didn’t do it.
Student A: Okay, thanks.

2B
Student B: Hi, can you help me?
Student A: Of course. What’s the problem?
Student B: I don’t want to go to Lucy’s party tonight. If you were me, what would you do?
Student A: Well, don’t tell Lucy you don’t want to go. She’ll be upset.
Student B: I know, that’s the problem.
Student A: Well we’d better think of something. Have you thought about saying you’re not well.
Student B: That’s a good idea. I have got a bad headache. I could tell her that.
Student A: Yes, I’d advise you to do that.

© 2017 Pearson PHOTOCOPIABLE 1

 REVIEW: Speaking 1–6
SAMPLE
RESPONSES AND
MARKING GRID
Expected Answers to Questions:
1 It depends. If it’s about school or boyfriends, I ask my older sister for advice. For other things I ask my mum.
2 Yes, I think so. If they’re good friends then they want to help you. Sometimes, however, it’s best to get advice from an
older person who has more experience of life.
3 My grandmother told me not to want to grow up too quickly and instead enjoy the age I am at the time.
4 Yes, usually because I trust the person I’ve asked for advice from. Sometimes, though, if I’m not sure I’ll ask another
person to get their opinion, too.

2 Look at the photo and describe it to Student B/A.

Student A:
Expected Response:
Oh, there are two people, a boy and a man, I think, with a very large telescope. The man is pointing to something. And
the boy is looking into the telescope, and, er, I don’t know where they are, but it might be a park somewhere or a hill.
They’re not in the middle of a town because there are no buildings in the picture. There aren’t any other people in the
background. I think they are going to look at the stars but it’s not night time yet, so perhaps they’re looking just at the
clouds, or maybe there’s an aeroplane in the sky.

Student B:
Expected Response:
Oh, this is a strange picture. In the centre of the picture there’s someone upside down on a bike in the air. I think it’s a
BMX bike. The rider, I think it’s a boy, is wearing a helmet but he isn’t wearing special clothes, just a T-shirt and jeans.
The helmet is important because this can be a dangerous sport. There are some people watching so perhaps this is a show
or a competition or maybe he is just practising. He might be the best rider in the country. I think it’s somewhere hot
because most people are wearing summer clothes.

Student A/B:
Expected Answers to Questions:
1 I have already looked through a telescope at the stars. I don’t think I would want to try doing stunts on a BMX bike – I
would be too scared!
2 I would like to try a parachute jump – in tandem, though. I’d be too scared to do it on my own. I think it must be
fantastic to be so high up above the clouds.
3 I think I’d like to visit Mars as now that they’ve discovered that water once existed there, this is the planet most likely
to be habitable for humans in the future if we need to leave Earth.

Marking Grid
Marks out of 20 should be awarded for the two tasks combined (each task is worth a maximum of 10 marks).
Award up to 2 marks for each section of the mark scheme for each task, according to the descriptions below.
Marks Task Spoken Spoken Range Accuracy
achievement production and interaction
fluency
0-1 Gives only short Can make Can interact with Has sufficient Can use some simple
answers to the themselves reasonable ease vocabulary to structures correctly, but
questions. understood in in structured conduct routine still makes basic
Doesn’t develop short exchanges situations and everyday mistakes. Limited
transactions but will control of short simple
ideas and even though short routine generally have to sentence structures,
doesn’t express pauses, false exchanges compromise the but message can be
opinions. starts and provided the other message and understood.
reformulation are person helps if search for words.
very evident. necessary.
Conversational
partners will need
to ask for
repetition from
time to time.

© 2017 Pearson PHOTOCOPIABLE 2

 REVIEW: Speaking 1–6
SAMPLE
RESPONSES AND
MARKING GRID
1.5 Gives clear Can keep going Can initiate, Has enough Good control of
answers to the comprehensibly maintain and language to get by, elementary language,
questions, and even though close simple face- with sufficient but errors still occur
develops some pausing for to-face vocabulary to when expressing more
express themselves complex thoughts.
ideas with grammatical and conversation on with some Uses reasonably
examples. Gives lexical planning is familiar topics. hesitation on accurately a repertoire
opinions. very evident in Can repeat back everyday topics. of frequently used
longer stretches part of what Lexical limitations ‘routines’ and patterns
of free production. someone has said may cause associated with more
Can reasonably to confirm mutual repetition and even predictable situations.
fluently sustain understanding difficulty with
straightforward and start again formulation at times.
description of using a different
familiar topics. strategy when
communication
breaks down.
2 Gives very full Can express Can communicate Can express Can communicate with
answers to the themselves with with some themselves with reasonable accuracy in
questions, relative ease and confidence on some confidence on familiar contexts.
developing keep going familiar routine everyday topics Generally good control,
although they may but with a few mistakes
ideas, effectively despite and non-routine have to search for in more complex
expanding some pauses to matters. Can or talk around language structures.
through formulate ideas. exchange, check unknown words. However, these do not
examples and and confirm May occasionally impede the message.
expressing a information and use more complex
range of express thoughts phrases and
opinions. on abstract topics. expressions but
Can exploit a often with limited
repertoire of control.
language and
strategies to help
keep a
conversation
going.

© 2017 Pearson PHOTOCOPIABLE 3