F: On my own, but the assistants were nice – telling me F: Actually, it’s the way she never picks anything

picks anything up that

whether things suited me or not, and getting me to try bothers me. Her stuff is all over the living room and
different sizes. The coolest most fashionable stuff has bathroom as well as her bedroom. Her music helps me
already gone, but I was glad I found things I liked that concentrate, so I don’t mind that.
didn’t cost too much. They weren’t expensive compared to
M: You should speak to her.
some things there.
Now listen again.
M: I’d better tell my sister to get down there.
Now listen again. 12: You will hear two friends talking about a football match.

9: You will hear two friends talking about a pop M: Not a great day for our team.
band’s website. F: Well, they didn’t win. But, actually, considering how many
guys couldn’t play because of injury, they didn’t do so badly.
M: I’ve got tickets for the Blue Angels concert on Saturday.
Would you like to go? M: They played well actually. I heard they’re putting more
effort into their training programme, and we’re beginning
F: Yes, great! How did you get them?
to see the benefits of that.
M: From their website.
F: That’s right. I think the main trouble they had tonight is
F: I tried to do that once but I had to give up. It wouldn’t let that they just don’t believe enough in their own ability.
me pay for some reason.
M: Yeah.
M: Yeah, it’s confusing. I had to phone the help line. They
Now listen again.
showed me how to do it.
F: They should just make it simpler. Otherwise I’ve no 13: You will hear two friends talking about a tennis match
problem with the website. It posts new stories about the they played.
band members nearly every day.
F: Pity we didn’t win, but we played quite well.
M: Yeah, and some of the replies to fans from the two guitar
M: You played well – I was rubbish. I need to practise a lot harder.
players are really funny.
F: It’s difficult to find a time when we’re both free for
Now listen again.
more practice.
10: You will hear a woman telling a friend about an art M: I know. And I must improve my fitness first. You can run all
competition she’s won. over the court and attack every ball. I’m not a good athlete
like you. How do you do it?
F: You’ll never guess. I’ve won first prize in that art
competition I went in for. F: Well, I go to the gym four times a week.
M: Wow! Congratulations! What’s the prize? M: That’s what I need! Can I come with you? I want to be in
really good shape for our next competition.
F: A weekend in New York with free entrance to all the art
galleries there. F: Sure.
M: That’s fantastic! Now listen again.
F: I know. But I have to go before the end of the month and I That is the end of Part 2.
can’t get the time off work.
Now look at Part 3.
M: Oh, no!
For each question, write the correct answer in the gap. Write one
F: Yes, I can’t believe I have to miss such a great chance.
or two words or a number or a date or a time.
M: At least you know the judges thought highly of your work.
Look at Questions 14 to 19 now. You have 20 seconds.
F: I suppose so, but it wasn’t one of my best pictures.
You will hear a radio presenter called Anita talking about her
Now listen again. holiday in Cuba.

11: You will hear two friends talking about the F: Hi everyone! Anita here. On today’s programme I’m going to
girl’s flatmate. tell you about the week I’ve just spent in Cuba.
We arrived on Sunday, and on Monday morning we went
F: My flatmate’s driving me crazy!
on our first visit, this was the National Gardens. These are
M: I can’t believe that! She’s so shy. full of trees and flowers and there was a fantastic waterfall
that everyone stopped to admire, although the rainforest
F: Yes, never says a word – I do all the talking. I’ve got
exhibition was the bit I liked best.
nothing to complain about there!
On the second day we went on a trip in a sailing boat to
M: She has her music a bit loud. I can see that’d be annoying
swim with dolphins. We had a very exciting time – we had
when you’re trying to study.
to wear special electronic arm-bands to keep off any sharks!
No-one saw any … fortunately!

48
 Paper 3

We had the option of travelling to a river valley in the F: Yes, I was in the team that took first prize in the national
countryside west of Havana the following day; I felt a bit finals. I always swam for enjoyment, so I was surprised to
worried as the programme included crossing a range of find myself holding up a cup! I hadn’t swum that well in
hills by horse and I haven’t ridden much. We met a noisy the semi-finals, so I guess the crowd were more interested
motorbike on the track, but I managed to stay on somehow! in the other swimmers in my race. So that made it easier to
do well. Of course, I’d trained hard too, but I always did.
On Thursday there was a day’s visit to the capital city: I loved
the atmosphere of the shops and restaurants. We went to M: And now you’re a coach, teaching other people.
a theatre to see a musical in the afternoon – luckily not a
F: Yes, I’ve just done a qualification to be a coach, but passing
serious play, which would be difficult for me, though my
on my own experience is how I can really help them.
Spanish is improving.
And because I’ve both won and lost in competitions,
On Friday, we went on a visit to a farm. I thought we were and recovered from that, it’s something I can share with
going to see coffee being grown, but in the end we went people. Winning isn’t just about technique.
to a farm that produces sugar. It was OK though. We had
M: And you’ve taken up long-distance swimming?
lunch there. It was quite a celebration with guitars and
delicious food. F: Yes, just as a hobby. I mean I do want to maintain my
fitness levels, but that wasn’t the main reason for choosing
Saturday was free for us to explore. I found a street full of
it. And long-distance swimming in the sea isn’t all fun – it
jewellery workshops and bought a few rings to take back
can be hard work – but you do get to see some wonderful
as presents for people back home. I was sorry later that
places, and that’s what attracted me to it.
I hadn’t bought any of the beautiful leather belts back!
Maybe next time. Now listen again.
Now listen again That is the end of Part 4.
That is the end of Part 3.
You now have 6 minutes to write your answers on the
answer sheet.
Now look at Part 4.
You have one more minute.
For each question, choose the correct answer.
That is the end of the test.
Look at Questions 20 to 25 now.
You have 45 seconds.
You will hear an interview with a woman called Vicky Prince, a
champion swimmer who now works as a swimming coach.
M: I’m talking to champion swimmer Vicky Prince, who started
competitive swimming as a teenager. Why swimming,
Vicky?
F: Well, though my parents are interested in sport, they aren’t
great swimmers themselves, and we didn’t go swimming
that often. I learned at school like everyone else, and just
seemed to be good at it, so my teacher persuaded me to go
in for competitions. I mean I did join a swimming club later,
but that wasn’t where it all started.
M: Did you have to do lots of training?
F: I did. I used to get up at five to go to the pool, which was a
35 minute drive from our house, where I’d swim till eight.
I’d have breakfast in the car while Mum was driving me to
school. After classes, I did exercises in the school gym to
build my strength, before lunch. Then later on, it was back to
the pool for another three hours.
M: So it was a hard training programme?
F: Yes, it meant I couldn’t go to things like parties because I
had to get up so early, but I got used to that. Much harder
was losing two of the friends I’d known since I was very
young because I couldn’t go out much. That was tough. I
also missed school trips to France though I did get to go
there later, so it didn’t matter in the end.
M: But you won a national competition?

Listening Transcript 49
 Assessment
Answer key

Q Part 1 Q Part 2 Q Part 3 Q Part 4

1 B 8 A (a/an/the) 20 C
14 (fantastic)
2 B 9 B 21 A
waterfall(s)
3 A 10 C 22 B
15 (a/an/the) shark(s)
4 C 11 A 23 A
(a/an/the/her)
12 16
5 B A horse 24 A
6 B 13 A (a/an/the) musical 25 C
17
(show/play)
7 C
18 sugar
19 (some) ring(s)

50
Paper 4: 12–17 mins

Speaking
tasks

Part Timing Interaction Task type What do candidates have to do?

Interlocutor
Interlocutor asks
1 2 minutes questions to each
candidate in turn
Respond to questions, giving factual or
personal information.
Candidate

2 3 minutes
Candidate
extended turn
Extended turn
Describe one colour photograph, talking for about
1 minute.

Candidate
Discussion
3 4 minutes task with
visual stimulus
Make and respond to suggestions, discuss
alternatives and negotiate agreement.
Candidate

Candidate

4 3 minutes
General
conversation
Discuss likes, dislikes, experiences, opinions,
habits, etc.
Candidate

Total
25

Speaking Tasks 51
 Preparing learners
Advice for teachers

• The standard format for the Speaking test is two candidates and two examiners.
• One examiner is the interlocutor, who manages the interaction and speaks directly with Learners can get
the candidates. The interlocutor sets up the tasks and gives the candidates more information
their instructions. from the Information
for candidates guide.
• The other examiner is the assessor, who does not join in the conversation, but assesses the
candidates’ performances.

examiners interlocutor assessor

candidates A B Teachers can find

lesson plans and
sample papers on
• Candidates are usually assessed in pairs, unless there is an uneven number of candidates
the Cambridge
at a centre. In this case, the last test of the session will be a group of three. This is the only English website.
circumstance in which candidates can be assessed as a group of three.
• There are a number of packs of materials from which examiners can choose tasks in any
one session.
• When selecting topics and resources for speaking practice, teachers can use the topics list
to help them identify suitable topics to use with learners.
• Free teaching resources and lesson plans are available on the Cambridge English website.

52
 Paper 4

Tips for preparing learners for the

Speaking paper
✔✔ Give your learners practice speaking English in a range of 
contexts and, as much as possible, with a range of different
people. These can be simulated through classroom activities,
e.g. role plays.

✔✔ Use classroom activities which focus on listening and

responding to questions, expanding answers and helping to
keep a conversation going.

✔✔ Watch videos of sample candidates, and do ‘mock tests’ to

help your learners become very familiar with the format of
the Speaking test.

✔✔ If learners have any difficulty in understanding an instruction

or response, they should ask the interlocutor or their partner
to repeat what they said. This will not normally result in any
loss of marks.

✔✔ Give your learners practice talking about a picture for a

minute – they can record and listen to themselves to see how
well they are doing and what they need to improve. Make
sure they know how to describe things well.

✔✔ Encourage learners not to learn set pieces for the exam.

These will sound unnatural and probably won’t answer the
specific questions asked.

Quick links to resources

Learners

cambridgeenglish.org/exams-and-tests/ • Information for candidates guide

preliminary/preparation

Teachers

cambridgeenglish.org/exams-and-tests/ • Vocabulary list ( including topics list)

preliminary/preparation
• Free teaching resources
cambridgeenglish.org/teaching-english/
resources-for-teachers • Lesson plans

Language specifications: Page 66

Topics list: Page 68

Speaking Preparing learners 53

 Advice by task
Candidates should practise these exam strategies regularly in class.

See these tasks in full from page 58.

Speaking Part 1

B1: Preliminary
Speaking Test
THE TASK
Part 1 (2–3 minutes) uuThe interlocutor leads a general conversation with each of the candidates.

Phase 1
uuThe interlocutor asks questions about their personal details, daily routines,
Interlocutor
likes, dislikes, etc.
To both candidates Good morning/afternoon/evening.
Can I have your mark sheets, please?

Hand over the mark sheets to the Assessor. uuThe interlocutor speaks to the candidates in turn.
I’m ………… and this is ………… .

uuCandidates respond directly to the interlocutor – they do not talk to each

To Candidate A What’s your name? Where do you live/come from?
Thank you. other in this task.
To Candidate B And what’s your name? Where do you live/come from?
Thank you.

HOW TO APPROACH THE TASK

Back-up prompts

B, do you work or are you a Do you have a job? uuIt’s normal for candidates to feel nervous at the beginning of the Speaking
student? Do you study?

What do you do/study? What job do you do?

test. This conversation uses everyday, simple language and so is designed to
What subject do you study?
help to settle them into the test.
Thank you.

And A, do you work or are you a Do you have a job? uuCandidates should listen carefully to the questions and give relevant
student?

What do you do/study?

Do you study?

What job do you do?

answers.
What subject do you study?

Thank you. uuThey 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.

ASSESSMENT
uuThis part of the test assesses the candidates’ ability to take part in
spontaneous communication in an everyday setting.

54
 Paper 4

Speaking Part 2

Speaking Test 1 Part 2 (2–3 minutes) THE TASK

1A Learning a language

Interlocutor Now I’d like each of you to talk on your own about something. I’m going to give
uuThe interlocutor instructs each candidate in turn.
each of you a photograph and I’d like you to talk about it.

A, here is your photograph. It shows people learning a language. uuThe candidates take turns to speak for about 1 minute each.
Place Part 2 booklet, open at Task 1A, in front of candidate.

B, you just listen. uuEach candidate is given one colour photograph to describe. The
A, please tell us what you can see in the photograph.
photographs show everyday situations which are relevant to the age group.
Candidate A …………………………………………………
 approx. 1 minute
Back-up prompts
 Talk about the people/person. uuThe candidates describe what they can see in their photograph.
 Talk about the place.
 Talk about other things in the photograph.
Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet. uuWhen they have finished, they give their photograph back to the
1B At a party interlocutor.
Interlocutor B, here is your photograph. It shows people at a party.

Place Part 2 booklet, open at Task 1B, in front of candidate.

HOW TO APPROACH THE TASK
A, you just listen.
B, please tell us what you can see in the photograph.

Candidate B …………………………………………………
uuCandidates should keep their descriptions simple, and should not speculate
 approx. 1 minute
Back-up prompts about the context or talk about any wider issues raised by the photographs.
 Talk about the people/person.
 Talk about the place.
 Talk about other things in the photograph. uuThey should use this part of the test to show their range of vocabulary.
Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet.

uuCandidates should describe the people and activities in the photographs as

fully as possible. They should imagine they are describing the photograph
to someone who can’t see it. This may include naming all the objects,
describing colours, clothing, time of day, weather, etc.
uuCandidates can also show their ability to organise their language using
simple connectives.
uuIf candidates can’t recall a certain word, they will be given credit if they can
use paraphrase or other strategies to deal with items of vocabulary that
they don’t know or can’t remember.

ASSESSMENT
uuAll criteria are assessed in this part of the test.

Speaking Preparing learners 55

 Speaking Part 3

Speaking Test 1 (Work and Relaxation) THE TASK

Parts 3 and 4 (6 minutes)

uuThe interlocutor sets up the task, but does not take part in the interaction.
Part 3

Interlocutor Now, in this part of the test you’re going to talk about something together for about two
uuThe interlocutor reads the instructions once, setting up the situation, while
minutes. I’m going to describe a situation to you.
the candidates look at the prompt material. The prompt material is a set of
Place Part 3 booklet, open at Task 1, in front of the candidates.

A young man works very hard, and has only one free day a week. He wants to find
images which is designed to generate the candidates’ own ideas about an
an activity to help him relax.
imaginary situation.
Here are some activities that could help him relax.

Talk together about the different activities he could do, and say which would be
most relaxing.
uuThe candidates discuss their ideas together, making and responding
All right? Now, talk together. to suggestions, discussing alternatives, making recommendations and
Candidates
approx. 2–3
……………………………………………………….. negotiating agreement.
minutes

Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet. uuCandidates may bring in their own ideas, and should negotiate turns and
Part 4 elicit each other’s ideas.
Interlocutor Use the following questions, as appropriate:
 What do you do when you want to relax? (Why?)

 Do you prefer to relax with friends or alone? (Why?)

uuThe interlocutor will allow candidates time to discuss the task.
 Is it important to do exercise in your free
time? (Why?/Why not?) Select any of the following
prompts, as appropriate:
uuIf the interaction breaks down, the interlocutor will help to redirect the
 Is it useful to learn new skills in your free
time? (Why?/Why not?)  How/what about you? candidates but will not take part in the task itself.
 Do you agree?
 Do you think people spend too much time  What do you think?
working/studying these days? (Why?/Why
not?)
HOW TO APPROACH THE TASK
Thank you. That is the end of the test.

uuCandidates should concentrate on taking part fully in the task, rather than
completing it. They are assessed on their use of appropriate language and
interactive strategies, not their ideas.
uuCandidates should respond to each other’s ideas and move the discussion
forward by, for example, giving their opinion on their partner’s idea or
asking a question.
uuThey should discuss all the visual prompts, and not try to come to a
conclusion too quickly. If they do this, they will not give themselves the
opportunity to show their full range of language ability.
uuCandidates should not worry if the interlocutor stops them before they
have reached a conclusion. This is because they have filled the allocated
time. They are not assessed on whether they complete the task.

ASSESSMENT
uuCandidates are assessed on their use of appropriate language and
interactive strategies, not on their ideas.

56
 Paper 4
Part 3

Interlocutor Now, in this part of the test you’re going to talk about something together for about two
minutes. I’m going to describe a situation to you.

Place Part 3 booklet, open at Task 1, in front of the candidates.

A young man works very hard, and has only one free day a week. He wants to find
an activity to help him relax.

Here are some activities that could help him relax.

Talk together about the different activities he could do, and say which would be
most relaxing.
Speaking Part 4 All right? Now, talk together.

Candidates ………………………………………………………..
approx. 2–3
minutes

Interlocutor Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet.

Part 4 THE TASK

Interlocutor Use the following questions, as appropriate:
 What do you do when you want to relax? (Why?)
uuThe interlocutor directs the interaction by asking questions which
 Do you prefer to relax with friends or alone? (Why?)

 Is it important to do exercise in your free

encourage the candidates to discuss further and broaden the topic
time? (Why?/Why not?) Select any of the following
prompts, as appropriate:
introduced in Part 3.
 Is it useful to learn new skills in your free
time? (Why?/Why not?)  How/what about you?

 Do you think people spend too much time



Do you agree?
What do you think?
uuThe questions will focus on candidates' likes/dislikes, habits and opinions.
working/studying these days? (Why?/Why
not?)
uuThe questions can be addressed to one or both candidates sequentially or
Thank you. That is the end of the test.
simultaneously.
uuThe candidates are expected to respond either individually or interact with
each other.

HOW TO APPROACH THE TASK

uuCandidates should listen carefully to the questions and give their answers.
uuThey are encouraged to talk about their personal experiences, express their
own likes and dislikes, and share their opinions in this part of the test.
uuCandidates are encouraged to give full answers to the questions asked. They
can do this by keeping useful question words in their heads, e.g. Why?. This
will allow candidates to give full contributions. The interlocutor will often
ask this question if candidates fail to give more than a minimal response.
uuCandidates should remember that there are no right answers to the
questions and they will not be judged on their opinions, only on the
language they use to express themselves.

ASSESSMENT
uuAll criteria are assessed in this part of the test.

Speaking Preparing learners 57

58
B1: Preliminary
Speaking Test Phase 2
Interlocutor

Part 1 (2–3 minutes) Select one or more questions from the list to ask each candidate.
Ask Candidate A first.

Back-up prompts

Phase 1 How do you get to work/school/university every day? Do you usually travel by car? (Why/Why not?)
Interlocutor
What did you do yesterday evening/last weekend? Did you do anything yesterday evening/last
To both candidates Good morning/afternoon/evening. weekend? What?
Can I have your mark sheets, please?
Do you think that English will be useful for you in the Will you use English in the future? (Why?/Why
Hand over the mark sheets to the Assessor. future? (Why/Why not?) not?)

I’m ………… and this is ………… . Tell us about the people you live with. Do you live with friends/your family?

Thank you.
To Candidate A What’s your name? Where do you live/come from?
Thank you.

To Candidate B And what’s your name? Where do you live/come from?

Thank you.

Back-up prompts

B, do you work or are you a Do you have a job?

student? Do you study?

What do you do/study? What job do you do?

What subject do you study?

Thank you.

And A, do you work or are you a Do you have a job?

student? Do you study?

What do you do/study? What job do you do?

What subject do you study?

Thank you.