2. SPEAKING PART 1 - THE INTERVIEW
WHAT TO EXPECT:
- Personal information
- Several topics Simple introduction questions.
- Present, past or future tenses questions
- 3 minutes Ice-breaker
THE KEY:
- Give a good
fi
rst impression.
- Focus on good pronunciation, and giving a complete
and spontaneous answer.
- No need to give long answers
- AVOID HESITATING & REPEATING YOURSELF
KNOW
HOW
SPEAKING PART 1
2/3 min in total
3. SPEAKING PART 1
2/3 min in total
Are you an eco-friendly person?
I endavour to ...
I do my best to ...
I make an effort to ...
I always strive for ...
I do everything within my means to ...
Talking about effort
4. SPEAKING PART 1
2/3 min in total
What could you do to make your lifestyle more sustainable?
Recommendations
I guess I should ...
It would bene
fi
t the planet if ...
I know I don't ... enough
I should really work on ...
There's plenty of area for improvement in terms of ..
5. SPEAKING PART 1
2/3 min in total
Do you enjoy spending time among nature?
It gives me ...
It makes me ...
affects me
has a (positive) effect on
has an in
fl
uence on
in
fl
uence(s)
Describing an impact
6. SPEAKING PART 1
2/3 min in total
Have you ever participated in any environmental project?
Evaluating past events
I have fond memories of ...
I had a great time
I enjoyed myself
It was a pleasure to ...
I wouldn't have thought that..
I was amazed by ...
What surprised me the most was ...
7. SPEAKING PART 2 - LONG TURN
WHAT TO EXPECT:
- 1 minute without interruption
- 2 PICTURES (to choose from 3) that you have to compare
- ANSWER the questions
- Give your own opinion
- 30 seconds comment after your partner’s long turn
THE KEY:
- Organise your speech
- Speak for as long as possible, the examiner will stop you
- IMPORTANT: Answer the questions!
- Listen to your partner but do not interrupt
- AVOID HESITATING AND REPEATING YOURSELF
KNOW
HOW
STRUCTURE
Common theme
Comparison
Speculation
Answer the question
SPEAKING PART 2
1 min long turn
+ 30 sec comment
8. How does each type of pollution affect the natural environment?
What could be done to tackle these problems?
3. Speculation
It seems/appears to me that ...
They might /may / could ...
I might be wrong, but I think ...
I can't be certain, but I guess..
Both pictures present/show …
These two pictures share the fact that...
1. Identify the common theme
In picture A, as well as in B, ….
In contrast to picture A, picture B presents...
In picture A one can spot ..., whereas in picture B ...
Unlike picture A, picture B ...
2. Compare & Contrast: similarities & differences
As for (+ question)
In relation to the question... Regarding the question...
4. Answer the question
STUDENT
A
SPEAKING PART 2
1 min long turn
+ 30 sec comment
1 MIN
9. In your opinion, which type of pollution is the most
detrimental for the natural environment?
STUDENT
B
SPEAKING PART 2
1 min long turn
+ 30 sec comment
30 SEC
... is to blame
It's ... fault
... is responsible for ...
The problem stems from ...
... is the main culprit
Describing the source of
a problem
10. Why might these animals need help?
How can people help these animals?
3. Speculation
It seems/appears to me that ...
They might /may / could ...
I might be wrong, but I think ...
I can't be certain, but I guess..
Both pictures present/show …
These two pictures share the fact that...
1. Identify the common theme
In picture A, as well as in B, ….
In contrast to picture A, picture B presents...
In picture A one can spot ..., whereas in picture B ...
Unlike picture A, picture B ...
2. Compare & Contrast: similarities & differences
As for (+ question)
In relation to the question... Regarding the question...
4. Answer the question
STUDENT
A
SPEAKING PART 2
1 min long turn
+ 30 sec comment
1 MIN
11. Is animals' well-being important to you?
STUDENT
B
SPEAKING PART 2
1 min long turn
+ 30 sec comment
30 SEC
Describing importance
... has a major importance
I recognize the value of ...
important
signi
fi
cant
essential
vital
crucial
12. SPEAKING PART 3 - INTERACTION
WHAT TO EXPECT:
- Interaction between candidates
- You will be given a discussion question and 5 written prompts
- 2 - 3 minutes conversation
- Discuss, make and respond to suggestions
- Negotiation between candidates
- The interlocutor will ask you to summarise at some point.
THE KEY:
- Organise your speech
- Focus on giving your opinion
- Support your opinions with reasons
- Respond to your partner's opinions and suggestions
- Easier if you purposely disagree with your partner.
- You don’t need to come to an agreement.
- PREPARE PART 3 & 4 together!
KNOW
HOW
SPEAKING PART 3
2 min conversation
+ 1 min to summarize
13. SPEAKING PART 3
2 min conversation
+ 1 min to summarize
ENVIRONMENTAL EDUCATION
To what extent are
these people responsible
for environmental
education?
Local authorities
The government and
public institutions
Public
fi
gures
Parents and family School
ought to / need to / have to / should
It's within their responsibility
be held responsible
It's their task to
acknowledge the importance of..
recognize the value of ...
raise awareness
speak out against
stand for (one's rights)
Describing responsibility
14. SPEAKING PART 4 - DISCUSSION
WHAT TO EXPECT:
- General conversation based on the topic in part 3
- Both of you will have to give your opinions.
- IT’S THE PERFECT OPPORTUNITY TO SHOW THAT YOU ARE
CAPABLE OF DISCUSSING ISSUES IN DEPTH
THE KEY:
- Organise your speech
- Focus on developing the conversation
- Listen to the questions carefully and answer them according to your
opinion BUT ALWAYS: Support your opinions with reasons
KNOW
HOW
SPEAKING PART 4
5 min conversation
15. Do schools in your country dedicate enough time and attention
to environmental education? SPEAKING PART 4
5 min conversation
Describing an impact
suf
fi
cient / insuf
fi
cient
not enough
insigni
fi
cant
satisfactory / unsatisfactory
more than enough
do everything within one's means
16. Should public gures such as actors and singers be blamed for
environmental damage if they advertise unecological products? SPEAKING PART 4
5 min conversation
nevertheless
however
yet
although
even though
Counterarguments:
17. What could local authorities do to promote recycling?
SPEAKING PART 4
5 min conversation
ought to / need to / have to / should
It's within their responsibility
be held responsible
It's their task to
acknowledge the importance of..
recognize the value of ...
raise awareness
speak out against
stand for (one's rights)
Describing responsibility
18. How can ordinary people pressure the governments and corporations
to stop polluting the natural environment? SPEAKING PART 4
5 min conversation
Suggesting solutions:
We ought to / should / have to
... is the
fi
rst step to ...
The only way to .. is ...
... is in our hands
... is an indispensable measure to ...
take measures
19. Is it a good idea to raise taxes on unecological products?
SPEAKING PART 4
5 min conversation
Evaluating solutions
It seems like a good / bad idea
It might be advantageous / disadvantageous
That would tackle / worsen the problem
That is / is not a solution
It's a misleading path
That's not the way to go
drastic solution
insuf
fi
cient measure
the bare minimum
20. Reading & Use of English: Part 1
READING & UOE
1h 30 min/ 8 parts
Whenever we read about the natural world nowadays, it is
generally to be given dire predictions about its (1) ...... destruction.
Some scientists go so (2) ..... as to assert that from now on, the
world can no longer be called 'natural', insofar as future processes
of weather, climate and all the interactions of plant and animal life
will no longer carry on in their time-honoured way, unaffected by
humans. There will never be such a thing as 'natural weather'
again, say such writers, only weather affected by global warming.
It is hard to know whether to believe such (3) ..... of doom, possibly
because what they are saying seems too terrible to be true. There
are other equally in
fl
uential scientists who argue that climate, for
example, has changed many times over the (4) .... , and that what
we are experiencing now may simply be part of an endless (5) .....
of change, rather than a disaster on a global (6) ......
1. a) coming b)close c) imminent d) nigh
2. a) much b) deep c) long d) far
3. a) prophets b) champions c) warriors d) giants
4. a) generations b) millennia c) centuries d) eras
5. a) revolution b) circle c) round d) cycle
6. a) measure b) scale c) proportion d) extent
21. Reading & Use of English: Part 1 - ANSWER KEY
READING & UOE
1h 30 min/ 8 parts
Whenever we read about the natural world nowadays, it is
generally to be given dire predictions about its (1) IMMINENT
destruction. Some scientists go so (2) DEEP as to assert that from
now on, the world can no longer be called 'natural', insofar as
future processes of weather, climate and all the interactions of plant
and animal life will no longer carry on in their time-honoured way,
unaffected by humans. There will never be such a thing as 'natural
weather' again, say such writers, only weather affected by global
warming. It is hard to know whether to believe such (3) PROPHETS
of doom, possibly because what they are saying seems too terrible
to be true. There are other equally in
fl
uential scientists who argue
that climate, for example, has changed many times over the
(4)CENTURIES , and that what we are experiencing now may
simply be part of an endless (5) CYCLE of change, rather than a
disaster on a global (6) SCALE
1. a) coming b)close c) imminent d) nigh
2. a) much b) deep c) long d) far
3. a) prophets b) champions c) warriors d) giants
4. a) generations b) millennia c) centuries d) eras
5. a) revolution b) circle c) round d) cycle
6. a) measure b) scale c) proportion d) extent
