Extra speaking practice 1-2

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Teacher’s notes

The pictures and questions used in the tasks are based on the vocabulary and structures presented in
Units 1 and 2. The aim is to assess understanding and following spoken questions.

Task 1: Questions about object cards (4 out of 8).

Students answer simple questions about a picture. They are expected to give answers using full
sentences.
Object cards: 1 a living room, 2 a bookcase, 3 children with flags: American, Spanish, Turkish, French,
Italian, German, British, 4 a bedroom, 5 a house with a garden, 6 a kitchen, 7 a bath, 8 a boy with the
British flag
The teacher asks the student questions about four of the object cards, e.g.
What’s this? What is there in the photo? Describe the photo.

Task 2: The teacher asks three personal questions:

• What’s your nationality?

• Where are your friends from?
• How old are you?
• What are your favourite countries?
• What things are there in your room?
• What’s in your living room?
• Describe your house or flat.

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Extra speaking practice 1-4

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Teacher’s notes

The pictures and questions used in the tasks are based on the vocabulary and structures presented in
Units 1–4. The aim is to assess understanding and following spoken questions.

Task 1: Questions about object cards (4 out of 8).

Students answer simple questions about a picture. They are expected to give answers using full
sentences. Example questions: What’s this? What is there in the photo? Describe the photo. What
does he/she usually do in the morning/afternoon?

Object cards: 1 a bathroom, 2 salt and pepper, 3 have a shower, 4 flags: Argentinian, Brazilian,
Egyptian, Chinese, 5 (a packed) lunch, 6 dairy: cheese, milk and eggs, 7 do homework, 8 a dining
room

Task 2: The teacher asks three personal questions:

• What do you usually do in the morning?

• What have you got in your kitchen?
• What do you usually have for lunch?
• Where are your favourite sportspeople/actors from?
• What’s your typical weekend like?
• What’s your favourite food?

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Extra speaking practice 1-6

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Teacher’s notes

The pictures and questions used in the tasks are based on the vocabulary and structures presented in
Units 1–6. The aim is to assess understanding and following spoken questions.

Task 1: The teacher shows the student four sets of four pictures, where one picture in every set is the
‘odd one out’. For the first set, the teacher identifies the odd one out, as an example. The student
then has to identify which picture is the odd one out in the remaining three sets and say why. For
example:
These are fruit, and that’s fruit juice.
These are team sports, and that’s an individual sport.
These are all winter clothes. A T-shirt is for the summer.
In these three photos, the children are having breakfast. In the fourth photo, the girl is doing
homework.

Task 2: The teacher asks three personal questions:

• Describe your typical day.

• What do you usually wear in winter?
• What are your friends doing now?
• Tell me about your favourite sports.
• What’s your favourite breakfast?
• What are you wearing today?

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Extra speaking practice 1-8

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Teacher’s notes

The pictures and questions used in the tasks are based on the vocabulary and structures presented in
Units 1–8. The aim is to assess understanding and following spoken questions.

Task 1: The teacher shows the student four sets of four pictures, where one picture in every set is the
‘odd one out’. For the first set, the teacher identifies the odd one out, as an example. The student
then has to identify which picture is the odd one out in the remaining three sets and say why. For
example:
These children are happy/excited, but this girl is sad.
This place is warm and sunny, but the weather in these places isn’t good. It’s foggy, windy and cloudy.
These people are doing sport. In this photo, the people are watching sport / a basketball match.
These people are getting dressed. The person in this photo is buying / shopping for clothes.

Task 2: The teacher asks three personal questions:

• What’s your favourite type of music?

• What are your favourite clothes?
• Describe your day yesterday.
• What do you usually do with your friends?
• What’s your favourite type of weather?
• What are your favourite sports to watch?
• What did you do last weekend?

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Speaking tasks
There are four sets of Speaking tasks, each enabling you to test the material from two successive
units. Each set has visual material for the student and notes for the teacher. There are two tasks in the
notes for the teacher:
• Task 1: elicitation of the vocabulary illustrated.
• Task 2: asking and answering personalised questions related to the pictures and the student’s
experience.
The student should respond using structures and vocabulary from the relevant units.
The Speaking tasks can complement the respective Progress Tests or the End-of-year test or be
administered separately. The following marking criteria and evaluation scales will help the Teacher
mark consistently and give students meaningful feedback.
Marking criteria
• 0–5 points for the range of language used (structures and vocabulary)
• 0–5 points for accuracy of expression
• 0–5 points for fluency
• 0–5 points for pronunciation

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General marking criteria for speaking tasks

Evaluation Language range Accuracy Fluency Pronunciation

scales
Excellent The student The student The student speaks The student’s
18–20 points commands a full makes no or fluently, with no pronunciation is
range of the very few hesitation. He/She clear and
vocabulary and mistakes. can use full accurate.
grammar taught sentences. Students
and uses it should not be
appropriately. penalised for using
single words or
phrases where
appropriate.
Good The student The student The student speaks The student’s
15–17 points commands a makes mistakes fluently, with little pronunciation is
good range of the occasionally. hesitation. He/She clear and
vocabulary and can use full accurate most of
grammar taught. sentences. Students the time.
should not be
penalised for using
single words or
phrases where
appropriate.
Satisfactory The student can The student The student speaks The student’s
10–14 points use some of the makes mistakes with some hesitation pronunciation is
basic vocabulary but these do not because he/she is clear on the
and grammar prevent trying to think of the whole; occasional
taught. communication. right words. He/She poor
answers using full pronunciation
sentences some of does not prevent
the time but clearly communication.
prefers using
phrases.
Unsatisfactory The student can The student The student hesitates The student’s
5–9 points use very little makes a lot of frequently because pronunciation is
vocabulary and mistakes which he/she cannot think poor and makes
grammar. hinder good of the right words. communication
communication. He/She answers difficult.
He/She is able using mainly phrases
to communicate or single words.
successfully at
least once.
Very poor The student gives The student is The student cannot The student gives
0–5 points no answer or unable to think of the right no answer or can
knows only a few communicate or words and says very pronounce fairly
basic words. gives inaccurate little. correctly only a
answers that few words.
prevent
communication.

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