SPEAKING TEST – LEVEL B1 (AV4-5)

(maximum 07 minutes/ pair of students)

OVERVIEW
PART 1 (1-2 minutes)

THE TASK

The interlocutor leads a general conversation with each of the candidates.

In Part 1, Phase 1, the interlocutor asks questions of a factual and personal nature to each candidate in turn.

Part 1, Phase 2 takes the form of a topic-based interview. The interlocutor asks some short-answer questions
to each candidate about their daily lives, interests, likes, dislikes etc. followed by one longer 'Tell me something
about …' question.

Candidates respond directly to the interlocutor – they do not talk to each other in this task.

Part 1 lasts 1-2 minutes in total.

HOW TO APPROACH THE TASK

It is normal for candidates to feel nervous at the beginning of the Speaking test. This conversation uses simple
language. It is designed to help settle candidates into the test.

Candidates should listen carefully to the questions and give relevant answers.

Candidates should avoid giving one-word answers, but try to extend their answers with reasons and examples
wherever possible. However, they are not expected to give very long answers at this stage.

If candidates have any difficulty in understanding a question, they should ask the interlocutor to repeat it.

ASSESSMENT

This part of the test assesses the candidates' ability to answer simple questions about themselves. The focus
is on interactional and social language.
PART 2 (4-5 minutes)

THE TASK

In Part 2, Phase 1, the candidates talk to each other. The interlocutor sets up the task and takes part in this
phase.

Part 2, Phase 1 takes the form of a discussion based on five illustrations representing an appropriate topic, e.g.
hobbies. The candidates are asked to discuss the activities, things or places illustrated.

The interlocutor allows candidates to speak together for 1–2 minutes before intervening to extend the
conversation by asking questions related to the activities, things or places. A rounding-off short-answer
question asked to both candidates closes this phase.

In Part 2, Phase 2, the interlocutor leads a follow-up discussion on the same topic as that discussed in Phase
1. Each candidate is asked two questions.

Part 2 lasts 4-5 minutes in total.

HOW TO APPROACH THE TASK

Candidates should look at the illustrations on the visual prompt carefully and identify the activity, place or thing
each one represents.

Candidates should aim to talk about all of the activities, things or places, saying which they like and dislike, and
why.

Candidates are encouraged to extend as much as possible by elaborating on their answers and by responding
to each other's utterances, for example, giving their opinion on their partner's idea or asking a question to help
keep the conversation going.

Possible topics include activities and places relating to daily life, leisure activities, transport, towns and cities,
and holidays.

ASSESSMENT

Candidates are assessed on their use of appropriate language and interactive strategies, not on their ideas.
RUBRIC
Total: 10 (*This is the raw point. Points will be converted to the scale of 2.0).

B1 Grammar and vocabulary Pronunciation Interactive Fluency

communication
(0-2.5) (0-2.5) (0-2.5)
(0-2.5)

2.5 Shows a mixture of grammatical Is intelligible. Intonation Maintains simple Is able speak at a fair speed and
structures with a few mistakes that do is generally appropriate. exchanges. with a rather good degree of
not significantly affect comprehension. fluency with some repetition or
self-correction.
Sentence and word Requires very
Uses a range of appropriate vocabulary stress is generally little prompting
to discuss a large number of general accurately placed. and support. Is able to deliver thoughts with
topics. almost no simplified prompts.

Individual sounds are

Is able to link ideas with a range of generally articulated
cohesive devices and discourse markers clearly.
with minor errors.

2 Performance shares features of Bands 1.5 and 2.5.

1.5 Shows a mixture of grammatical Is mostly intelligible, Maintains simple Is able to speak at rather low speed
structures with some mistakes that may despite limited control exchanges, and with a fair degree of fluency.
affect comprehension. of phonological features. despite some Frequent repetition or self-
difficulty. correction is identified.

Uses a limited range of appropriate

vocabulary to discuss some general Requires Occasionally needs simplified
topics. prompting and prompts in order to produce
support. responses.

Is able to link ideas with a limited range

of cohesive devices and discourse
markers with significant errors.

1 Shows only limited control of a few Has very limited control Has considerable Is able to speak at low speed and
grammatical forms. Uses a vocabulary of of phonological features difficulty with a low degree of fluency.
isolated words and phrases. and is often maintaining
unintelligible. simple
exchanges. Is not able to deliver intended
Is not able to link ideas with cohesive thoughts and needs a lot of pauses.
devices and discourse markers.
Requires
additional Frequently needs simplified
prompting and prompts in order to produce
support. responses.

0 Performance below Band 1.

Total: 10

QUESTIONS – SET 1
PART 1 (1-2 minutes)
Phase 1: Background information (examiner – candidates)

Actions Questions Prompts

Talk to Candidate A Good morning/afternoon/evening. May I know your

student ID?

Talk to Candidate A What’s your name?

Talk to Candidate B Good morning/afternoon/evening. May I know your

student ID?

Talk to Candidate B What’s your name?

Phase 2: Basic topics (examiner – candidates)

Actions Questions Prompts

Talk to both Now, let’s talk about communication.

candidates

Talk to candidate A A, do you think men and women talk

about different things?

What are the differences? Do you think men talk more about sports,
games?

Do you think women talk more about

emotions, makeup?

Talk to candidate B B, do you think people from different

cultures talk about different things?

What are the differences? Do you think people from America talk
more about themselves?

Do you think people from Vietnam talk

more about others?

Talk to candidate A Tell me about a time when you Have you ever talked to someone of the
communicated with someone of the opposite gender?
opposite gender and you could see the
What differences in communication did you
differences.
notice?

Talk to candidate B And now, B, tell me about a time when Have you ever talked to someone from a
you communicated with someone from a different culture?
 different culture and you could see the What differences in communication did you
differences. notice?

PART 2 (4-5 minutes)

Phase 1 (2-3 minutes): A discussion based on five illustrations representing an appropriate topic
(examiner – candidate, candidate - candidate)

Actions Questions Prompts

Now, in this part of the test you are going to talk together.

Display the pictures in front of candidates.

Here are some pictures of a few different kinds of people in conversation.

Discuss with each other and talk about what kind of struggle or difficulty
each pair might face when communicating with each other. I’ll say that
again.

Discuss with each other and talk about what kind of struggle or difficulty
each pair might face when communicating with each other.

You have 30 seconds to prepare.

Time students for 30 seconds.

All right? Now, talk together.

Time students for 2 minutes at max.

Discuss with each other and talk about what kind of struggle or difficulty each pair might face when
communicating with each other.
Phase 2 (up to 02 minutes): a follow-up discussion on the same topic as that discussed in Phase 1
(examiner – candidate)

Actions Questions Prompts

Talk to candidate B Now, do you think being empathetic is Is it important to understand other
important in communication? Why? people from their perspectives?

Talk to candidate A And what about you, A? Is it important to understand other

people from their perspectives?
(Do you think being empathetic is
important in communication? Why?)

Talk to candidate A In your opinion, what are the most Do you think you should listen more
important things you can do to improve carefully?
your communication skills? Why?
Do you think you should avoid
multitasking?

Talk to candidate B What do you think, B? What are the most Do you think you should listen more
important things you can do to improve carefully?
your communication skills? Why?
Do you think you should avoid
multitasking?

Talk to both Thank you. That is the end of the test.

candidates