B2 FIRST SPEAKING: PART 2

Important!
Throughout the test you are Speaking Test: Information
assessed on your own
individual performance and The Speaking test consists of four parts, each of
not in relation to the other which is assessed. Each part of the test focuses on
candidate.
a different type of interaction: between the
You are assessed on your interlocutor and each candidate, between the two
language skills, not on your candidates, and among all three.
personality, intelligence or
knowledge of the world.
Total exam length: 14 minutes
The standard format is two
examiners and two There are two examiners:
candidates. In cases where The assessor does not take any part in the
there is an uneven number
interaction but focuses solely on listening to,
of candidates at a centre,
the last Speaking Test of and making a detailed assessment of your oral
the session will be taken proficiency.
with three candidates The interlocutor talks to you and gives a global
together instead of two.
assessment of your overall performance.
(length: 22 min)

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 ASSESSMENT
The assessor awards marks for 4 individual assessment criteria. Read the
questions the assessor must answer while listening to your performance.

Grammar and Vocabulary

Does the speaker use simple grammatical forms with control?
Does the speaker use complex grammatical forms?
Does the speaker use a range of appropriate vocabulary? (everyday situations
/ familiar topics / wide range of familiar topics?)

Discourse Management
Are the answers of an appropriate length for the task? Is there much hesitation?
Are the contributions relevant? Is there any repetition? Is it well organised?
Does the speaker use a range of cohesive devices? And discourse markers?

Pronunciation
Can the speaker be generally understood?
Is the speaker’s intonation appropriate?
Does the speaker use sentence stress correctly? Is word stress correct?
Are individual sounds clear? Are they correctly produced?

Interactive Communication
Does the speaker start discussions? Does the speaker introduce new ideas?
Does the speaker react appropriately to what the interlocutor or other
candidate says?
Does the speaker keep the interaction going? Does the speaker say more than
the minimum? Does the speaker involve the other candidate?
Does the speaker try to move the interaction in an appropriate direction?
(‘develop the interaction and negotiate towards an outcome’) Does the speaker
need support?

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 ASSESSMENT
The Cambridge English: Advanced Assessment Scales are divided into six bands
from 0 to 5, with 0 being the lowest and 5 the highest. Descriptors for each criterion
are provided for bands 1, 3 and 5 and indicate what a candidate is expected to
demonstrate at each band. Here's what you are expected to demonstrate in order
to get band 5:

Grammar and Discourse Interactive

Pronunciation
Vocabulary Management Communication

Shows a good Produces extended Is intelligible. Initiates and

degree of control of stretches of language responds
a range of simple with very little Intonation is appropriately,
and some complex hesitation. appropriate. linking
grammatical forms. contributions to
Contributions are Sentence and those of other
Uses a range of relevant and there is word stress is speakers.
appropriate a clear organisation accurately placed.
vocabulary to give of ideas. Maintains and
and exchange views Individual sounds develops the
on a wide range Uses a range of are articulated interaction and
of familiar topics. cohesive devices and clearly. negotiates towards
discourse markers. an outcome.

The interlocutor awards a mark for the performance as a whole, using the Global
Achievement scale.

This is what the Global Achievement Scale Band 5 suggests:

The candidate handles communication on a wide range of topics, including
unfamiliar and abstract ones, with very little hesitation.
The candidate uses accurate and appropriate linguistic resources to express
complex ideas and concepts and produce extended discourse that is coherent and
easy to follow.

Candidates are marked on the language that they ‘use’ and ‘attempt to use’ to convey
their message, so don't be afraid to be ambitious in your use of language. However,
comprehension is important so mistakes shouldn’t result in your being difficult to
understand.

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 PART 2: LONG TURN (INFO)
Length: 4 minutes

You are given 1 minute to speak without interruption and without the examiner's
support.

At the end of each long turn, the examiner asks the other candidate a follow-up
question which only requires a brief answer. (15 seconds)

You have to be able to produce a long stretch of language which fulfils the task
you have been given.

You have to organise your ideas in such a way as to make it easy for the listener
to understand. This will require the use of some complex language forms,
different tenses, linking words, etc.

The examiner gives you two pictures and reads out a task.
One part of the task is to compare the photos. Remember that you have not
been asked to describe the pictures. There is no time to comment in detail on
one photo at a time.
Another part of the task is to answer a question written above the photos. Use
varied vocabulary and try to use comparative forms correctly.

FIRST compare the photos, pointing out the main similarities and differences.
(30 seconds)
THEN answer the question written above the pictures. (30 seconds)

Remember that the photos are only a starting point and make sure you answer
the question. Don't forget to speculate - we can rarely be absolutely certain
what is happening in the photos. Give your opinion and support it with reasons
and examples.

If you can't think of a particular word, explain what you want to say in other
words.

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 PART 2: USEFUL LANGUAGE

Describing similarities Answering the question &

Speculating
All in all, what the two photos have
in common is... I think that could/may/might/
A common feature of both pictures must/can't be...
is... I wonder if they could be...
But it could also be that...
It’s most likely that they...
It’s quite possible that they...
Describing Differences They look as if they...
lt looks like/looks as if it is ...
That similarity aside, what makes
The people seem to be...
them different is...
Perhaps the woman has...
However, the biggest difference
I imagine they must be....
between them is...
I'm fairly/absolutely certain that...

Linking words: Comparison

Expressing Personal Views
Although ... , ...
I’d say that...
Even though ... , ...
It seems to me...
... , whereas ...
My own feeling is that...
While ... , ...
My own view is that...
Both ...
If you ask me...
... However, ...
... On the other hand, ...

If you can’t think of a particular word...

What’s it called? Wait a moment. It’s on the tip of my tongue.

I can’t remember what it’s called, but it’s used when...
The word has just gone out of my head. It means something like...

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 PART 2: SAMPLE

(Candidate A), here are your pictures. They show people who have achieved
something. Compare the photographs and say how difficult it might have
been to achieve these goals.

All in all, what the two photos have in common is that they show people who
obviously feel thrilled as they have achieved some goals which must have been very
important to them. That similarity aside, the first photo shows a boy learning to ride
a bike with the help of an adult, who might be his father, while in the other picture
we see two girls on what may be their graduation day.
As for the boy, I imagine it wasn't that hard to learn how to ride a bike. Of course,
he must have tried and failed a few times, perhaps he even felt frustrated, but I
guess he managed to achieve his goal quite fast. On the other hand, it can't have
been easy to finish high school, or university. Most likely, these girls had to be
persistent and study hard day in day out for years in order to achieve their aim. I'm
sure they had to learn how to be self-disciplined and to take responsibility for their
lives and their future.

(Candidate B), which person do you think might be most proud of their
achievement? Why?

Well, I guess all these people feel truly proud of themselves. Children usually
experience strong emotions when they achieve something important for them. But
there's no doubt the graduates are bursting with pride too.

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 PART 2: YOUR TURN

(Candidate A), here are your pictures. They show people taking risks in
different situations. Compare the photographs and say which person is
taking the most risks.

All in all, what the two photos have in common is that they show _____ (say what
the picture have in common - you can just paraphrase what the examiner said when
explaining the task: ...they show two people performing risky actions/doing two
different extreme sports.) That similarity aside, the first photo shows _____, while in
the other picture we see _____.
As for _____ , I imagine _____. Of course, _____, perhaps _____, but I guess
_____. (talk about parkour and how risky it is)
On the other hand, _____. Most likely, _____. (talk about snowboarding and
how much risk the athlete is taking)
My own feeling is that_____. (say which of the sports you believe can be more risky)

Extreme sports: snowboarding, parkour/freerunning

Risks: broken bones, injuries, concussions, sprains and strains, death

(Candidate B), would you enjoy dangerous sports like these?

Well, to be honest _____. Of course, there's no doubt _____, but if you ask me
_____. (Say if you like dangerous sports and give reasons why that is so.)

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 REFERENCES & ABOUT ME

References:
Bell, J., Thomas, A., Gold First Coursebook, Pearson Education Limited, 2014
May, P., First Trainer Second Edition, Cambridge University Press, 2014
Kenny, N., Luque-Mortimer, L., Practice Tests Cambridge English First Plus 2,
Pearson Education Limited, 2014
www.cambridgeenglish.org

ABOUT ME
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