This document contains sample questions and topics that could be used for IELTS speaking tests. It includes 10 full sample speaking tests, each with 3 parts - an introductory interview, a 1-2 minute speech on a given topic, and some additional questions. The topics covered include holidays, books, music, TV shows, family, friends, home towns, restaurants and hobbies. Sample questions cover personal background, education, work experience, interests and opinions on various everyday topics.
This document provides information and tips about the Aptis Speaking test. It is divided into 4 parts that make up the total 12 minute test. Part 1 involves answering personal information questions. Part 2 involves describing a picture, giving an opinion, and comparing the picture to one's own situation. Part 3 involves describing and comparing two contrasting pictures and answering questions of increasing difficulty. Part 4 involves discussing a personal experience or opinion related to a topic, with preparation and response times provided. The document provides sample questions, examples of responses, and tips for speaking clearly, staying on topic, and using the full response time.
Pt3 speaking sample test examiner bookletMichael Chin
1) This document contains instructions for an English language speaking test consisting of 3 parts with a total time of 11 minutes. It provides guidance for test administrators on conducting the test and completing mark sheets.
2) The test assesses students' speaking ability at CEFR levels A2/B1 and contains sections on general questions, describing pictures that tell a story, and discussing items to bring on a camping trip.
3) Test administrators are instructed to give clear directions, allow students time to prepare their responses, and use follow up prompts when needed to elicit additional information from students. Mark sheets are to be completed after each student finishes the test.
The document summarizes the structure and scoring of the PET speaking exam. It consists of 4 parts:
Part 1 involves a general conversation between the examiner and each candidate individually about personal information.
Part 2 requires the two candidates to discuss and decide on a new hobby based on suggested ideas provided.
Part 3 has each candidate describe a photograph of people travelling to their partner for about a minute.
Part 4 continues the travel theme as the basis for a discussion between the two candidates about how they usually travel and other options.
- Students must practice speaking and listening in English for at least 4 hours per week outside of class through various self-selected activities.
- They must record details of their practice activities and time spent in a success journal. They must also submit biweekly video reflections answering questions about their practice experiences, learning, goals, and more.
- The success journals and video reflections will be graded based on criteria like thoroughly describing activities, meeting time requirements, and providing thoughtful responses. This will constitute a large part of the homework grade. The first assignments are due on February 14th.
This document discusses how to frame questions in English by discussing various rules and concepts.
1. It defines framing questions and explains some basic rules like helping verbs, modal auxiliaries, subjects, and the placement of subjects and helping verbs/modal auxiliaries in sentences.
2. There are three types of interrogative sentences - without question words, with question words, and with question tags. The formation of questions is explained according to verb tenses and modal auxiliaries.
3. Question tags are discussed, including their structure and use after positive and negative statements, as well as with imperatives and some special cases.
The document summarizes an English lesson plan for a secondary level class. It includes details about the class such as the date, time, number of students, and teaching objectives. The lesson plan focuses on revising jobs vocabulary and introducing plural verbs. Students practice identifying jobs, answering questions, and correcting sentences. They read an article about a international band and answer comprehension questions. The lesson integrates reading, speaking, listening, and writing skills.
This document contains sample questions and topics that could be used for IELTS speaking tests. It includes 10 full sample speaking tests, each with 3 parts - an introductory interview, a 1-2 minute speech on a given topic, and some additional questions. The topics covered include holidays, books, music, TV shows, family, friends, home towns, restaurants and hobbies. Sample questions cover personal background, education, work experience, interests and opinions on various everyday topics.
This document provides information and tips about the Aptis Speaking test. It is divided into 4 parts that make up the total 12 minute test. Part 1 involves answering personal information questions. Part 2 involves describing a picture, giving an opinion, and comparing the picture to one's own situation. Part 3 involves describing and comparing two contrasting pictures and answering questions of increasing difficulty. Part 4 involves discussing a personal experience or opinion related to a topic, with preparation and response times provided. The document provides sample questions, examples of responses, and tips for speaking clearly, staying on topic, and using the full response time.
Pt3 speaking sample test examiner bookletMichael Chin
1) This document contains instructions for an English language speaking test consisting of 3 parts with a total time of 11 minutes. It provides guidance for test administrators on conducting the test and completing mark sheets.
2) The test assesses students' speaking ability at CEFR levels A2/B1 and contains sections on general questions, describing pictures that tell a story, and discussing items to bring on a camping trip.
3) Test administrators are instructed to give clear directions, allow students time to prepare their responses, and use follow up prompts when needed to elicit additional information from students. Mark sheets are to be completed after each student finishes the test.
The document summarizes the structure and scoring of the PET speaking exam. It consists of 4 parts:
Part 1 involves a general conversation between the examiner and each candidate individually about personal information.
Part 2 requires the two candidates to discuss and decide on a new hobby based on suggested ideas provided.
Part 3 has each candidate describe a photograph of people travelling to their partner for about a minute.
Part 4 continues the travel theme as the basis for a discussion between the two candidates about how they usually travel and other options.
- Students must practice speaking and listening in English for at least 4 hours per week outside of class through various self-selected activities.
- They must record details of their practice activities and time spent in a success journal. They must also submit biweekly video reflections answering questions about their practice experiences, learning, goals, and more.
- The success journals and video reflections will be graded based on criteria like thoroughly describing activities, meeting time requirements, and providing thoughtful responses. This will constitute a large part of the homework grade. The first assignments are due on February 14th.
This document discusses how to frame questions in English by discussing various rules and concepts.
1. It defines framing questions and explains some basic rules like helping verbs, modal auxiliaries, subjects, and the placement of subjects and helping verbs/modal auxiliaries in sentences.
2. There are three types of interrogative sentences - without question words, with question words, and with question tags. The formation of questions is explained according to verb tenses and modal auxiliaries.
3. Question tags are discussed, including their structure and use after positive and negative statements, as well as with imperatives and some special cases.
The document summarizes an English lesson plan for a secondary level class. It includes details about the class such as the date, time, number of students, and teaching objectives. The lesson plan focuses on revising jobs vocabulary and introducing plural verbs. Students practice identifying jobs, answering questions, and correcting sentences. They read an article about a international band and answer comprehension questions. The lesson integrates reading, speaking, listening, and writing skills.
This document outlines the structure and scoring rubric for a PET speaking exam. It consists of 4 parts: 1) personal questions about the candidate's life, 2) a communication activity where candidates discuss pictures and come to an agreement, 3) individual discussion of pictures, and 4) further discussion between candidates about the pictures. The document provides sample questions, language functions, and tips to score well on each section by fully engaging with the other candidate and examiner.
The document outlines lesson plans and activities for a middle school language class focusing on polite language forms. The objectives are to have students role play as customers and waiters in a restaurant to practice requesting politely and dealing with vocabulary issues. Activities include identifying polite language in conversations, listening to orders placed and repeating back, providing strategies for dealing with unknown vocabulary, and rewriting dialogs to be more polite. The goal is for students to both understand and demonstrate polite language forms.
This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
The document outlines the lesson plans for an English class on two days - Tuesday and Thursday of Week 23. On Tuesday, the class will cover Unit 13 Lesson 3, focusing on pronunciation of letters 'ch' and 'wh'. Activities include listening exercises, dictation, and chanting. On Thursday, the class will cover Unit 14 Lesson 1, learning phrases for talking about items in a room. Students will practice asking and answering questions using the pattern "Are there any + things". Homework includes further practice with the new vocabulary and preparing for the next lesson.
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
This document provides an overview of the structure and content of the speaking portion of the Preliminary English Test for Schools. It consists of 4 parts:
1) Introductions - The examiner introduces themselves and the candidates introduce themselves by stating their names.
2) Warm-up questions - The examiner asks each candidate basic questions to get them talking, such as where they live, what school subjects they like, and their hobbies.
3) Picture task - The candidates are given a scenario and photograph to discuss as a pair, requiring them to talk to each other.
4) Individual and paired tasks - The candidates take turns describing photographs of bedrooms on their own, and then discuss bedrooms
The lesson plan is for a 10th grade English class on music. It includes warm up activities where students work in groups to categorize types of music. Next, the teacher provides new vocabulary and elicits information about a girl named Ha Anh who likes pop music. Students then work in pairs, asking each other questions to complete a table about music preferences. Some pairs then present sample conversations to the class. Finally, students individually write descriptions of music shows or programs they enjoy.
This document provides information about Part 2 of the Speaking exam for the First Certificate in English (FCE). It discusses the tasks candidates will be expected to complete, including comparing photographs and answering questions. It emphasizes speaking for one minute without interruption for the long turn and 20 seconds for the short turn. Tips are given such as comparing the photographs from the beginning rather than separate descriptions, and using description rather than saying "I don't know the word". The document ends by thanking participants for the class.
This document provides a lesson plan for an English class focusing on making predictions using will and won't. The 3-lesson plan aims to have students 1) use will/won't to form sentences about the future, 2) ask and complete predictions about decisions, and 3) make their own predictions about the future. The lesson includes a warmup activity having students listen to predictions about a fortune, a presentation and roleplay activity making predictions, and a closing activity having students make their own predictions for homework. Assessment is done through questioning and interaction during class.
The document provides instructions and sample dialog for a pair activity where students practice introducing themselves and their partner to another classmate. It includes looking at a picture to identify a setting, listening to a sample conversation, and then practicing the conversation with a partner while replacing underlined words with their own information. Students are then asked to introduce their partner to another classmate.
Listening And Confidentiality Presentationmpmcnalley
This document discusses listening skills and confidentiality. It begins with examples of how messages can get distorted when relayed from person to person. Next, it provides exercises for partners to practice active listening skills like paraphrasing, clarifying, and summarizing what the other person said. These skills are meant to ensure the listener understands the message and can help move the conversation forward productively. Finally, the document notes the importance of confidentiality when listening to others and has participants sign an agreement before breaking into groups to do case study exercises.
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
The document provides a lesson plan for a 10th grade English class on the topic of music. It includes details of the class, objectives to understand the roles and vocabulary of music, and a procedure consisting of warm-up activities, pre-reading vocabulary instruction and tasks, while-reading true/false and multiple choice exercises, and a post-reading discussion. The lesson plan aims to develop students' reading skills and enrich their music vocabulary through various group and pair activities over a 45 minute period.
This document outlines the structure and scoring rubric for a PET speaking exam. It consists of 4 parts: 1) personal questions about the candidate's life, 2) a communication activity where candidates discuss pictures and come to an agreement, 3) individual discussion of pictures, and 4) further discussion between candidates about the pictures. The document provides sample questions, language functions, and tips to score well on each section by fully engaging with the other candidate and examiner.
The document outlines lesson plans and activities for a middle school language class focusing on polite language forms. The objectives are to have students role play as customers and waiters in a restaurant to practice requesting politely and dealing with vocabulary issues. Activities include identifying polite language in conversations, listening to orders placed and repeating back, providing strategies for dealing with unknown vocabulary, and rewriting dialogs to be more polite. The goal is for students to both understand and demonstrate polite language forms.
This document outlines 10 steps for a lesson on tag questions in English. It involves students interpreting pictures, describing food, reading dialogues, identifying question types, and learning about tag question grammar including form, tense agreement, subject matching, and intonation indicating certainty or seeking information. Exercises include marking intonation, identifying question types, completing explanations of tag questions, and answering grammar questions. The lesson aims to reinforce students' understanding of tag questions through various interactive activities.
The document outlines the lesson plans for an English class on two days - Tuesday and Thursday of Week 23. On Tuesday, the class will cover Unit 13 Lesson 3, focusing on pronunciation of letters 'ch' and 'wh'. Activities include listening exercises, dictation, and chanting. On Thursday, the class will cover Unit 14 Lesson 1, learning phrases for talking about items in a room. Students will practice asking and answering questions using the pattern "Are there any + things". Homework includes further practice with the new vocabulary and preparing for the next lesson.
This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.
This document provides an overview of the structure and content of the speaking portion of the Preliminary English Test for Schools. It consists of 4 parts:
1) Introductions - The examiner introduces themselves and the candidates introduce themselves by stating their names.
2) Warm-up questions - The examiner asks each candidate basic questions to get them talking, such as where they live, what school subjects they like, and their hobbies.
3) Picture task - The candidates are given a scenario and photograph to discuss as a pair, requiring them to talk to each other.
4) Individual and paired tasks - The candidates take turns describing photographs of bedrooms on their own, and then discuss bedrooms
The lesson plan is for a 10th grade English class on music. It includes warm up activities where students work in groups to categorize types of music. Next, the teacher provides new vocabulary and elicits information about a girl named Ha Anh who likes pop music. Students then work in pairs, asking each other questions to complete a table about music preferences. Some pairs then present sample conversations to the class. Finally, students individually write descriptions of music shows or programs they enjoy.
This document provides information about Part 2 of the Speaking exam for the First Certificate in English (FCE). It discusses the tasks candidates will be expected to complete, including comparing photographs and answering questions. It emphasizes speaking for one minute without interruption for the long turn and 20 seconds for the short turn. Tips are given such as comparing the photographs from the beginning rather than separate descriptions, and using description rather than saying "I don't know the word". The document ends by thanking participants for the class.
This document provides a lesson plan for an English class focusing on making predictions using will and won't. The 3-lesson plan aims to have students 1) use will/won't to form sentences about the future, 2) ask and complete predictions about decisions, and 3) make their own predictions about the future. The lesson includes a warmup activity having students listen to predictions about a fortune, a presentation and roleplay activity making predictions, and a closing activity having students make their own predictions for homework. Assessment is done through questioning and interaction during class.
The document provides instructions and sample dialog for a pair activity where students practice introducing themselves and their partner to another classmate. It includes looking at a picture to identify a setting, listening to a sample conversation, and then practicing the conversation with a partner while replacing underlined words with their own information. Students are then asked to introduce their partner to another classmate.
Listening And Confidentiality Presentationmpmcnalley
This document discusses listening skills and confidentiality. It begins with examples of how messages can get distorted when relayed from person to person. Next, it provides exercises for partners to practice active listening skills like paraphrasing, clarifying, and summarizing what the other person said. These skills are meant to ensure the listener understands the message and can help move the conversation forward productively. Finally, the document notes the importance of confidentiality when listening to others and has participants sign an agreement before breaking into groups to do case study exercises.
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
The document provides a lesson plan for a 10th grade English class on the topic of music. It includes details of the class, objectives to understand the roles and vocabulary of music, and a procedure consisting of warm-up activities, pre-reading vocabulary instruction and tasks, while-reading true/false and multiple choice exercises, and a post-reading discussion. The lesson plan aims to develop students' reading skills and enrich their music vocabulary through various group and pair activities over a 45 minute period.
1. A Complete Guide To The
Aptis Speaking Exam Parts
[toc]
Part 1– Personal Information (Giving personal
Information):
You will be given 3 questions and you will need to speak for 30 seconds for each
question.
Here are some examples of questions you might see in part 1 of the
exam.
These questions should be easy to answer. Just relax used this as an opportunity to get
used to talking to a computer!
Topics: Family, My Job, Weather, Likes and Dislikes, Daily Routine,Interest and
Leisure,Holidays and Travel, Future Plans, Books, Films, Food, Health and
Fitness, Media, Learning.
2. Examples of some questions might include:
1. Please tell me about your family
2. Please tell me about your hobbies.
3. Please tell me about your work or studies.
4. Please tell me about your favorite food.
5. What do you like doing in your free time?
6. What is the weather like today?
7. What is your typical day like?
8. What is the food like in your country?
9. What is your village/ town/ city like?
10. How do you like to spend your holidays and vacations?
Best Practices:
If you feel nervous: begin by repeating/ reading the question. ” What is your village,town or city like? It is …….
If you need time to think, say: Let me see… or Hmm.. I would probably say..
Always use a stopwatch or ,mobile phone to time your answers.
Try developing a structure to answer these types of questions: This will help if you are struggling to fill up the time.
: Your focus should be on improving your vocabulary and reduce repetition, pauses, and nervousness.
Example of a typical answer:
Topic: INTERESTS AND LEISURE TIME
Please tell me about your hobbies and interest? (30 seconds)
I enjoy reading books in my free time. I especially enjoy non-fiction books. I’m
also interested in politics. I love watching debates on TV and trying to mimic the
speakers. I love (verb + ing) listening to K-pop music. I make time to play with
my kids on the weekend, and when I can, I usually watch TV, in particular, the
news. When I have the chance I make my own t-shirts and clothes on my old
sewing machine. One of my other interests is camping . I prefer outdoor
activities and spend a lot of time gardening. I’m growing cucumbers this year.
Example of a speaking structure:
In my free time I like______________.
3. It is______________, because____________.
I also like to____________, and___________.
I think is fun_________, because_________.
(Conclusion)That’s why free time is important to me
Expanding on a topic.
When I am________________ , I feel___________.
I wish I could ______________ all day, and I even forget about everything else.
I enjoy doing____________ with my friend (friends), because ________________.
______________________________________________________________
_____________________________________________________________
Part 2- Giving a Basic Description of picture
/Opinion/ Comparing with own situation
There are 3 task in part 2 of the Aptis speaking exam: 1. Describe the picture. (You
have to speak for 45 seconds ) 2.Giving an opinion. (You have to speak for 45 seconds
)3. Comparing with own situation/experiences. (You have to speak for 45 seconds)
Question 1: Describing the picture.
DESCRIBE , SPECULATE , and REACT.
DESCRIBE THE PICTURE:
Who do you see? Where are they? What are they doing? What do they look like? How do you think
they feel? What’s in the background?(if applicable) What’s the weather like?(if applicable)
It’s best to give a general impression or description rather than separate details. And if you have time
give short details about separate details of the picture.
Example:
This is a picture of a busy neighborhood.
There are five people in the picture. I think they are at a family event. The man on the right is
4. making a toast.
I can see many skyscrapers in the background.
SPECULATE
This is a busy, bustling city. It must be New York.
She looks very sad. Perhaps no one remembered it was her own birthday.
I suppose it’s a holiday.
They all look very happy. The woman on the left is wearing skiing gear. They might be getting
ready to go on vacation.
The man is wearing a tailored suit and a top hat. He must be Japanese because of the flag on his
briefcase. The woman behind him looks friendly.
They are all wearing formal clothes. They might be getting ready for a wedding.
The girl in the middle seems to be excited. She must be getting ready for a fun adventure..
He must be the child’s father.
She could be his grandmother.
They seem to be really relaxed.
She looks very sad.
She looks surprised. Perhaps she’s meeting and old friend.
I get the impression he is hurt because he is holding his head.
It’s not clear whether it’s a competition or not.
REACT
5. I like this photo. It reminds me of my family.This photo makes me think of my own mother and
the time we celebrated her winning an award.
I would love to try this. In fact, I’m going to try it this weekend.
I like this picture, though I’m afraid of dogs and I am not keen on being around animals.
Useful structures and vocabulary for describing a photograph
Beginning you description
This is a picture of………..
It shows………… key features)
Key tenses & structures
Present continuous: He’s riding a bicycle. They’re running under a bridge.
There is/are + object + verb +ing:
There’s a boy riding a bike. There are several people having dinner here.
Speculating (making guesses)
It looks as if… + a sentence (he/she/ it +is+ ing / they are + ing / there is/ are … etc.)
(He /She/ It looks …. or / They look like…) + a noun
(He/ She/ It looks …. or / They look…)+ an adjective.
I think..( he’s / she’s/ they’re probably)… (Verb + ing)
(He/She/ it/ they) might be… or/ must be…
6. Spatial language (Where in the picture you are talking about)
In the foreground / background…
Next to / Behind/ in front of… this, there is/ are…
Paraphrasing (explaining a word that you can’t remember)
It’s a thing that you use for…(making pancakes/ flipping eggs over in the pan)
It’s similar to a …
It looks like some kind of..
Question Two : Opinion
To do this we usually use adverbial phrases at the start of the sentence.
Here are some phrases/structure to use when giving an opinion.
Expressing your opinion
I think that…
Personally…
Surprisingly…
And after expressing your opinions, here are some ways that you can justify them:
Justifying you opinion
because.. (+subject verb)
as…(+subject verb)
7. since… (+subject verb)
because of… (+noun phrase)
due to….(+noun phrase)
as a result of…. (+noun phrase)
Question Three: Comparison with your own situation.
I would definitely choose picture one as I like……..
I guess my first choice would be picture two.
For me, the most important thing is to …………
I don’t think it really matters where you go as long as …………
Personally, I would prefer …………
Of course, the good thing about living in the city is that there are tons of facilities and
entertainment. On the other hand, life in the country is much less stressful.
I wouldn’t mind being on a beautiful island like that, but on the other hand, I think I would be
bored to death after a couple of days there.
If I had to choose one of these places, I would definitely go for the one in the picture at the bottom.
 
______________________________________________________________
______________________________________________________________
8. Part 3 (Describe Compare & Contrast)
Speculate and Choose.
3 questions. 45 seconds each.
Question One: Describe (Expressions from Part Two) , compare and
contrast. Question Two: Speculate about these two situations/pictures Question
Three: Choose one of the images or situations
Question 1
Describing two pictures: In the first picture, I can see… / In the other picture, there are/is…../
Looking at the (fist/second) picture I can see…/ Which may show…/ (They/He/She/) may be
(verb+ing)..
Structures and vocabulary for comparing and contrasting two photographs
Things in common: Both pictures show/have / I think they both are (in/on/of..) / There
is/are(_____) in both pictures… /Similarly in the second picture, the first picture has…
Contrasting the pictures: There are several differences. / In the top picture is(____) whereas, in the
bottom picture.. /In the picture on the right whereas , the picture on the left../ The picture of(___)is…
/ It looks like../ However, the picture of(___) looks like…/ They look like..
Highlighting differences: The main difference between the pictures is…. / The main focus of the
(first/top/L/R))picture is (_____)whereas.. /After looking at these images , the biggest difference is
….
Adding ideas: In addition… / What’s more…. / One more thing…
Example Answer:
Both pictures show people at work. There are computers in both pictures. However, there are
several important differences. In the top picture or the picture on the (L/R) the man looks quite
9. stressed. I think she is probably a manager or a boss, whereas, in the bottom picture the man looks
very relaxed. He probably works as an Artist or in a museum . The woman might be preparing for
a deal or a stressful decision. However, the picture of the man looks like and nice peaceful
environment, but the woman looks like her workplace is a crowded stressful place to work………..
Question 2
Structures and vocabulary for speculating and choosing
Speculating :
I imagine it would be….(adjective)/ I would find it… (adjective) / It might be nice to.. / I could see
myself…./ Perhaps it would be / I suppose … /I guess it would be nice to..
Question 3
Choosing one image / situation : I would choose the top/ bottom situation/ image because…/ I
think I’d prefer to… (verb) because… / I think I’d prefer to (verb) because….. /I would definitely
choose to…. / It would probably be better to… because…./ I doubt I would like to _____in picture
(1/2) but I would prefer to)_____in picture (1/2)/ In my opinion (1/2) would be better. because..
Extending your answer in Part 4
If you have more time try using the following:
Adding more information: Another important point to make is/ thing to say is…
Disagreeing with yourself : On the other hand, sometimes I think that…/
Then again, it’s also true that….. /Then again, it’s also true that….
10. Giving a conclusion: So in conclusion, I would say… / So it has to be a balance…/It all depends on…
___________________________________________________________
___________________________________________________________
Part 4: Discussion of Personal Abstract Ideas.
In part 4 you will see an image, but the trick is that you will not be asked to describe
this picture. The picture is only used as a visual clue to help you draw upon your own
experiences. You will have one minute to prepare and two minutes to respond
In part 4 you will be shown an image, and presented with three points to discuss. You
will have one minute to prepare, and you can make notes. Look at the example below
and the notes that someone has made.
Question 1: Personal Experiences/ Recall: Tell me about a time…
Question 2: Emotional Response/Feelings/Opinion: How did you feel about …./
How does this____ make you feel / Explain why you…….
Question 3: Speculation/ Opinion: Why do you think…
Example Question:
Tell me about a personal achievement or award you have received.
How did you feel about this achievement?
Do awards encourage people to do their best?
You have 1 minute to prepare before you answer the question take full advantage by
taking some quick notes for each question
Example Notes:
Notes:
Award/Achievements – I have a Bachelor’s degree/ I received the second highest GPA in my class/I
ran a marathon last month
Feelings- proud – useful to community/ accomplished (a goal)/ I am able to provide for myself/I
have a career that I enjoy/ My family and friends respect.
Encouraging- Yes. Helps when motivation is low/ Helps me stay discipline to complete goals. If I
11. don’t win or achieve a goal the hard work is satisfaction. E.g. completed the marathon – improved
my English abilities.
TIPS
Note: Don’t worry about full sentences- you don’t have time. Just write down some
key points to help you structure your answer and remember ideas/ vocabulary.
Quick thinking is essential in the preparation for part 4.
Prepare for 1 minute (use a stopwatch) and then keep speaking for 2 minutes.
Structuring your answer – (Beginning/middle/end) and make sure it cover all of the
questions in the same order they were asked.
Choose a range of vocabulary and keep it appropriate to the task
Fluency – speaking without too many pauses
Accuracy – Try not to make to0 many mistakes.
![A Complete Guide To The
Aptis Speaking Exam Parts
[toc]
Part 1– Personal Information (Giving personal
Information):
You will be given 3 questions and you will need to speak for 30 seconds for each
question.
Here are some examples of questions you might see in part 1 of the
exam.
These questions should be easy to answer. Just relax used this as an opportunity to get
used to talking to a computer!
Topics: Family, My Job, Weather, Likes and Dislikes, Daily Routine,Interest and
Leisure,Holidays and Travel, Future Plans, Books, Films, Food, Health and
Fitness, Media, Learning.](https://image.slidesharecdn.com/2-220408095129-ae7920/85/2-ExtraSpeaking-pdf-1-320.jpg)
