Is it easier to get on with roommates if we set rules to follow?
Does talking openly and freely help us get on with roommates?
Why does showing understanding help us get on with our roommates?
2. What can motivate young people to play sports?
Why do some teenagers have difficulty balancing school and sports?
Do some teenagers avoid sports because they feel too much stress to perform well?
Are some teenagers not interested in sports because they are addicted to technology?
3. Are our teenage years the happiest times of our lives?
Is teenagers’ low self-confidence a serious problem for them? Why do so many teenagers experience stress and pressure? Why do a lot of teenagers worry about their future?
4. What are the main causes of stress nowadays?
Why is regular exercise a simple way to deal with stress?
Is eating healthily a good way to deal with stress?
Can we help deal with stress if we have fun with friends
5. What are the advantages of desktop computers?
Why is it a problem that a desktop computer is not portable?
Why is it a problem if desktop computers take up space?
Part 1 What’s in Part 1? The examiner will greet the child and ask their name. Then the examiner asks them to point to some things in a big picture. The examiner shows some small pictures of objects. The examiner names three objects and asks the child to point to them. The examiner then asks them to put each object card somewhere on the big picture from
Part 1 (for example, ‘Put the shell under the tree’). What should children practise? Understanding and following spoken instructions.
Part 2 What’s in Part 2? The examiner asks the child some questions about the big picture from Part 1 (for example, ‘What is this?’, ‘What colour is it?’). The child will also be asked by the examiner to ‘Tell me about …’ one of the objects in the big picture. What should children practise? Understanding and following spoken instructions.
Part 3 What’s in Part 3? The examiner asks the child some questions about the small pictures of objects from Part 2 (for example, ‘What is this?’, ‘Have you got a …?’). What should children practise? Understanding and answering spoken questions.
Part 4 What’s in Part 4? The examiner asks the child some questions about themselves (for example, age, family, friends).
Movers (A1)
Part 1 What’s in Part 1? The examiner will greet the child and ask their name and age. Then they look at two pictures. The pictures are similar but they have some differences. The examiner asks the child to describe four differences in the pictures. What should children practise? Describing differences between pictures. Talking about colour, size, number, position, how people/things look, what people are doing, etc.
Part 2 What’s in Part 2? The examiner shows four pictures which tell a story and tells the child about the first picture. The child has to continue the story and describe the other three pictures. The title of the story and the name(s) of the main character(s) are provided. What should children practise? Understanding the beginning of a story and then continuing it. Describing pictures.
Part 3 What’s in Part 3? The examiner shows the child four sets of four pictures. In each set of pictures, one picture is different from the others. The child has to say which picture is different and explain why. What should children practise? Suggesting a picture which is different and explaining why.
Part 4 What’s in Part 4? The examiner asks the child some questions about him/herself (for example, school, weekends, friends and hobbies). What should children practise? Understanding and responding to personal questions.
FLYERS (A2)
Part 1 What’s in Part 1? The examiner will greet the child and ask their name, family name and age. Then they look at two pictures. The pictures are similar but they have some differences. The examiner asks the child to describe four differences in the pictures. What should children practise? Understanding and talking about differences between pictures. Talking about colour, size, number, position, how people/things look, what people are doing, etc.
Part 2 What’s in Part 2? The child and the examiner each have two similar pictures (for example, pictures of two different classrooms). The examiner has information about one picture, and the child has information about the other picture. First, the examiner asks the child questions about one picture, and then the child asks similar questions about the other picture. What should children practise? Answering questions with short answers. Asking questions to get information.
Part 3 What’s in Part 3? The examiner shows four pictures that tell a story and tells the child about the first picture. The child has to continue the story and describe the other three pictures. The title of the story and the name(s) of the main character(s) are provided. What should children practise? Understanding the beginning of a story and then continuing it. Describing pictures.
Part 4 What’s in Part 4? The examiner asks the child some questions about him/herself (for example, school, hobbies, birthday, family or holidays). What should children practise? Understanding and responding to personal questions.
KET (A2)
Part 1 (Interview) What do candidates have to do? Respond to questions, giving factual or personal information. How long do candidates have to speak? 3–4 minutes.
Part 2 (Discussion) What do candidates have to do? Candidates discuss likes and dislikes, and give reasons. How long do candidates have to speak? 5–6 minutes.
PET (B1)
Part 1 (Interview) What do candidates have to do? Respond to questions, giving factual or personal information. How long do candidates have to speak? 2 minutes.
Part 2 (Extended turn) What do candidates have to do? Describe one colour photograph, talking for about 1 minute. How long do candidates have to speak? 3 minutes.
Part 3 (Discussion) What do candidates have to do? Make and respond to suggestions, discuss alternatives and negotiate agreement. How long do candidates have to speak? 4 minutes.
Part 4 (General conversation) What do candidates have to do? Discuss likes, dislikes, experiences, opinions, habits, etc. How long do candidates have to speak? 3 minutes.
FCE (B2)
Time allowed: 14 minutes per pair of candidates Number of parts: 4 The student has to talk: with the examiner with the other candidate on their own
Part 1 (Interview) What’s in Part 1? Conversation with the examiner. The examiner asks questions and students may have to give information about themselves, talk about past experiences, present circumstances and future plans. What do students have to practise? Giving information about themselves and expressing opinions about various topics. How long does each student have to speak? 2 minutes
Part 2 (Long turn) What’s in Part 2? The examiner gives the student a pair of photographs to talk about and they have to speak for 1 minute without interruption. The questions about the photographs are written at the top of the page to remind the student what they should talk about. When they have finished speaking, the student’s partner then has to answer a short question from the examiner about their photographs. What do students have to practise? Talking on their own about something: comparing, describing, expressing opinions. How long does each student have to speak? 1 minute per candidate, plus a 30-second response
Part 3 (Collaborative task) What’s in Part 3? Conversation with the other candidate. The examiner gives the students a question and some written prompts. The students discuss these together for two minutes. The examiner will then ask them to make a decision together about the topic they have been discussing. What do students have to practise? Exchanging ideas, expressing and justifying opinions, agreeing and/or disagreeing, suggesting, speculating, evaluating, reaching a decision through negotiation, etc. How long does each student have to speak? A 2-minute discussion followed by a 1-minute decision-making task
Part 4 (Discussion) What’s in Part 4? Further discussion with the other candidate, guided by questions from the examiner, about the same topic as the task in Part 3. What do students have to practise? Expressing and justifying opinions, agreeing and/or disagreeing. How long does each student have to speak? The discussion should last 4 minutes.
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Vocabulary in Chunks 
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