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Question 1 Report
Tell me about the people you live with.
You have about forty five seconds to answer.
What a strong answer covers.
A strong response names the people the candidate lives with and says something about each one, for example an age, a job, or what that person is like. It should sound like a social exchange rather than a list, so expect present simple throughout, family and house vocabulary, and at least one linking word such as and, but, or because. A weak response gives only names with no detail, or stops after ten seconds.
Model response.
I live with my mother, my younger brother and my grandmother. We have a small flat near the market, so it is quite noisy, but I like it there. My mother works in an office and she leaves very early every morning, so I do not see her much before school. My brother is nine years old and he shares a room with me, which is not always easy because he is very untidy. My grandmother is at home most of the day. We get on well, and in the evening we usually sit together and talk about our day.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 4
| Marks | Band | Descriptor |
|---|---|---|
| 4 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 3 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 2 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 1 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
A strong response names the people the candidate lives with and says something about each one, for example an age, a job, or what that person is like. It should sound like a social exchange rather than a list, so expect present simple throughout, family and house vocabulary, and at least one linking word such as and, but, or because. A weak response gives only names with no detail, or stops after ten seconds.
Model response.
I live with my mother, my younger brother and my grandmother. We have a small flat near the market, so it is quite noisy, but I like it there. My mother works in an office and she leaves very early every morning, so I do not see her much before school. My brother is nine years old and he shares a room with me, which is not always easy because he is very untidy. My grandmother is at home most of the day. We get on well, and in the evening we usually sit together and talk about our day.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 4
| Marks | Band | Descriptor |
|---|---|---|
| 4 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 3 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 2 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 1 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 2 Report
What do you usually do on a Saturday?
You have about forty five seconds to answer.
What a strong answer covers.
A strong response describes a typical Saturday in order, from the morning to the evening, and covers at least three different activities. The language to expect is the present simple with frequency adverbs such as usually, sometimes and always, plus time sequencers like first, after that and in the evening. This turn is deliberately different ground from turn one, so a response that returns to describing family members has not answered the question.
Model response.
On a normal Saturday I wake up late, at about nine o'clock, because there is no school. First I help at home. I sweep the floor and I wash the plates from breakfast. After that I usually meet my friends near the football pitch and we play for an hour or two. In the afternoon I do my homework, or I watch videos on my phone if I have already finished it. In the evening everybody is at home, so we eat together and then I go to bed quite early.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 4
| Marks | Band | Descriptor |
|---|---|---|
| 4 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 3 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 2 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 1 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
A strong response describes a typical Saturday in order, from the morning to the evening, and covers at least three different activities. The language to expect is the present simple with frequency adverbs such as usually, sometimes and always, plus time sequencers like first, after that and in the evening. This turn is deliberately different ground from turn one, so a response that returns to describing family members has not answered the question.
Model response.
On a normal Saturday I wake up late, at about nine o'clock, because there is no school. First I help at home. I sweep the floor and I wash the plates from breakfast. After that I usually meet my friends near the football pitch and we play for an hour or two. In the afternoon I do my homework, or I watch videos on my phone if I have already finished it. In the evening everybody is at home, so we eat together and then I go to bed quite early.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 4
| Marks | Band | Descriptor |
|---|---|---|
| 4 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 3 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 2 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 1 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 3 Report
This is your topic card. You have ten minutes to prepare, then you should speak for about two minutes. Try to say something about all four points.
Meals at home
What a strong answer covers.
A strong response covers all four bullets and holds them together as one connected talk rather than four separate answers. Bullet one needs the present simple and some detail about who cooks and what they cook. Bullet two must be told in a past tense, with a place, the people present and what was eaten, and it is where past simple and past continuous should appear. Bullet three needs at least one thing liked and one thing disliked, each with a reason. Bullet four needs a future form such as would like to, going to or will. Expect simple connectors linking the points, and enough material to fill close to two minutes without long silences.
Model response.
In my home it is usually my grandmother who prepares the food, because she has more time than my mother. She cooks rice and stew almost every day, and on Sundays she makes something special. Sometimes I help her, mostly with washing and cutting the vegetables.
The meal I remember best was last December, at my aunt's house. About fifteen of us were there. My aunt cooked rice and fried plantain, and my uncle brought a very big cake. We ate outside because the kitchen was too hot, and we stayed at the table for hours, talking and laughing. It was a happy day and I still think about it.
What I like about eating together is that everybody stops working for a while. It is the only time we really talk. What I do not like is that we have to wait for everyone, so sometimes the food is cold by the time we start. My brother also argues about who gets the biggest piece.
In the future I would like to learn to cook properly, because at the moment I can only make eggs and noodles. I am going to ask my grandmother to teach me her stew, since nobody else knows how she makes it.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 10
| Marks | Band | Descriptor |
|---|---|---|
| 9-10 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 7-8 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 5-6 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 3-4 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1-2 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
A strong response covers all four bullets and holds them together as one connected talk rather than four separate answers. Bullet one needs the present simple and some detail about who cooks and what they cook. Bullet two must be told in a past tense, with a place, the people present and what was eaten, and it is where past simple and past continuous should appear. Bullet three needs at least one thing liked and one thing disliked, each with a reason. Bullet four needs a future form such as would like to, going to or will. Expect simple connectors linking the points, and enough material to fill close to two minutes without long silences.
Model response.
In my home it is usually my grandmother who prepares the food, because she has more time than my mother. She cooks rice and stew almost every day, and on Sundays she makes something special. Sometimes I help her, mostly with washing and cutting the vegetables.
The meal I remember best was last December, at my aunt's house. About fifteen of us were there. My aunt cooked rice and fried plantain, and my uncle brought a very big cake. We ate outside because the kitchen was too hot, and we stayed at the table for hours, talking and laughing. It was a happy day and I still think about it.
What I like about eating together is that everybody stops working for a while. It is the only time we really talk. What I do not like is that we have to wait for everyone, so sometimes the food is cold by the time we start. My brother also argues about who gets the biggest piece.
In the future I would like to learn to cook properly, because at the moment I can only make eggs and noodles. I am going to ask my grandmother to teach me her stew, since nobody else knows how she makes it.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 10
| Marks | Band | Descriptor |
|---|---|---|
| 9-10 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 7-8 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 5-6 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 3-4 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1-2 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 4 Report
Now a question about food away from your home.
Where do you eat your lunch on a school day, and what is the food like?
What a strong answer covers.
The card did not ask about school or about food bought outside the home, so this turn must produce new content. A strong response says where lunch is eaten, who it is eaten with, and what the food actually is, then gives an opinion of it. Expect the present simple, place and food vocabulary, and at least one evaluative adjective supported by a reason. Simply repeating the meal described on the card does not answer this turn.
Model response.
On a school day I eat my lunch in the yard with my friends. Most of us bring food from home in a small container, because the school does not have a proper canteen. I usually bring rice from the night before, or bread with an egg inside it. There is a woman who sells snacks at the gate, and if I have a little money I buy a doughnut from her. Honestly, the food is not exciting, and by lunchtime it is always cold. But we only have twenty minutes, so nobody complains very much. For me the best part is not the food at all, it is sitting with my friends.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 5
| Marks | Band | Descriptor |
|---|---|---|
| 5 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 4 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
The card did not ask about school or about food bought outside the home, so this turn must produce new content. A strong response says where lunch is eaten, who it is eaten with, and what the food actually is, then gives an opinion of it. Expect the present simple, place and food vocabulary, and at least one evaluative adjective supported by a reason. Simply repeating the meal described on the card does not answer this turn.
Model response.
On a school day I eat my lunch in the yard with my friends. Most of us bring food from home in a small container, because the school does not have a proper canteen. I usually bring rice from the night before, or bread with an egg inside it. There is a woman who sells snacks at the gate, and if I have a little money I buy a doughnut from her. Honestly, the food is not exciting, and by lunchtime it is always cold. But we only have twenty minutes, so nobody complains very much. For me the best part is not the food at all, it is sitting with my friends.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 5
| Marks | Band | Descriptor |
|---|---|---|
| 5 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 4 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 5 Report
Now think about food from other places.
Is there a dish from another country that you would like to try? Say why.
What a strong answer covers.
This pushes past the card, which stayed inside the candidate's own home. A strong response names a specific dish or a specific country, describes it a little, and gives a clear reason for wanting to try it. The key language is a future or hypothetical form such as would like to, I am going to, or if I ever, together with because or so. A response that only says yes, or that names a food already mentioned on the card, is weak.
Model response.
Yes, there is. I would really like to try proper Italian pasta, not the kind we make at home from a packet. I have seen it in videos, with fresh tomatoes and cheese melted on the top, and it looks completely different from ours. I would also like to try sushi one day, although I am a little nervous about eating raw fish. I think trying food from other countries teaches you something about the people who live there, because you learn what they grow and what they enjoy. If I ever get the chance to travel, the first thing I am going to do is eat what the local people eat.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 5
| Marks | Band | Descriptor |
|---|---|---|
| 5 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 4 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
This pushes past the card, which stayed inside the candidate's own home. A strong response names a specific dish or a specific country, describes it a little, and gives a clear reason for wanting to try it. The key language is a future or hypothetical form such as would like to, I am going to, or if I ever, together with because or so. A response that only says yes, or that names a food already mentioned on the card, is weak.
Model response.
Yes, there is. I would really like to try proper Italian pasta, not the kind we make at home from a packet. I have seen it in videos, with fresh tomatoes and cheese melted on the top, and it looks completely different from ours. I would also like to try sushi one day, although I am a little nervous about eating raw fish. I think trying food from other countries teaches you something about the people who live there, because you learn what they grow and what they enjoy. If I ever get the chance to travel, the first thing I am going to do is eat what the local people eat.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 5
| Marks | Band | Descriptor |
|---|---|---|
| 5 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 4 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 6 Report
Now some wider questions about food and families.
In many homes, people now eat their meals separately, at different times. Do you think that matters? Give a reason.
What a strong answer covers.
A strong response takes a clear position and defends it with at least one developed reason, not just an assertion. The best answers also acknowledge the other side, using although, on the other hand, or however, before returning to their own view. Expect opinion phrases such as I think, in my opinion, it seems to me, and the present simple used generally. A one sentence yes or no with no reason cannot reach the top band on this turn.
Model response.
I think it does matter, yes. In my opinion a family that never eats together slowly stops talking to each other. When we sit down at the same time, my mother finds out that my brother had a problem at school, and I find out that she is tired. If everybody eats alone with a phone in their hand, nobody notices these things. On the other hand, I do understand why it happens. My aunt works at night, so she simply cannot be there at seven o'clock, and that is not her fault. So I would not say that these families are wrong. I would say they should try to eat together at least once a week.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 6
| Marks | Band | Descriptor |
|---|---|---|
| 6 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 5 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3-4 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
A strong response takes a clear position and defends it with at least one developed reason, not just an assertion. The best answers also acknowledge the other side, using although, on the other hand, or however, before returning to their own view. Expect opinion phrases such as I think, in my opinion, it seems to me, and the present simple used generally. A one sentence yes or no with no reason cannot reach the top band on this turn.
Model response.
I think it does matter, yes. In my opinion a family that never eats together slowly stops talking to each other. When we sit down at the same time, my mother finds out that my brother had a problem at school, and I find out that she is tired. If everybody eats alone with a phone in their hand, nobody notices these things. On the other hand, I do understand why it happens. My aunt works at night, so she simply cannot be there at seven o'clock, and that is not her fault. So I would not say that these families are wrong. I would say they should try to eat together at least once a week.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 6
| Marks | Band | Descriptor |
|---|---|---|
| 6 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 5 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3-4 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
Question 7 Report
One last question on this theme.
Compare a meal cooked at home with food bought outside, at a cafe or a street stall. Which is better, and why?
What a strong answer covers.
This turn tests comparison, so a strong response must set the two side by side rather than describe them one after the other. Expect comparative forms such as cheaper, faster, more expensive, better than, and contrast connectors such as whereas, but, while. At least two points of comparison are needed, for example cost and speed, or taste and effort, and the response must end with a preference supported by a reason. Describing only one of the two options is a partial answer.
Model response.
They are quite different. Food at home is cheaper, and it is cooked the way I like it, because my grandmother knows that I do not eat pepper. It also takes a long time, though, and there is a lot of washing up afterwards. Food from a street stall is much faster, and it tastes stronger, with more oil and more salt in it. It is also more exciting, because you can choose something different every time. For me, home food is better overall, because I trust it and it costs almost nothing. But when I am with my friends after school, buying something outside is more fun, so it really depends on the day.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 6
| Marks | Band | Descriptor |
|---|---|---|
| 6 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 5 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3-4 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
What a strong answer covers.
This turn tests comparison, so a strong response must set the two side by side rather than describe them one after the other. Expect comparative forms such as cheaper, faster, more expensive, better than, and contrast connectors such as whereas, but, while. At least two points of comparison are needed, for example cost and speed, or taste and effort, and the response must end with a preference supported by a reason. Describing only one of the two options is a partial answer.
Model response.
They are quite different. Food at home is cheaper, and it is cooked the way I like it, because my grandmother knows that I do not eat pepper. It also takes a long time, though, and there is a lot of washing up afterwards. Food from a street stall is much faster, and it tastes stronger, with more oil and more salt in it. It is also more exciting, because you can choose something different every time. For me, home food is better overall, because I trust it and it costs almost nothing. But when I am with my friends after school, buying something outside is more fun, so it really depends on the day.
Mark this turn whole. The bands describe getting the message across, the language used to do it, and how it sounds.
Speaking, out of 6
| Marks | Band | Descriptor |
|---|---|---|
| 6 | Band 5 | Speaks readily and keeps going, with only natural hesitation. The point comes across first time. Draws on a good spread of words and structures, handles more than one tense, and links ideas rather than listing them. Slips are few and never hide the meaning. Sounds are clear and the voice rises and falls in a way that carries attitude. |
| 5 | Band 4 | Speaks at a steady pace with some pausing to think. Nearly everything is understood on first hearing. Uses a fair spread of language and joins ideas with simple connectors. Errors show up in the more ambitious stretches but the listener follows. Generally clear to listen to. |
| 3-4 | Band 3 | Keeps going with noticeable pauses and some repetition. The main idea arrives, though the listener works for parts of it. Relies on everyday words and mostly simple sentences. Errors are frequent but meaning is usually recoverable. Some sounds need effort to catch. |
| 2 | Band 2 | Manages short stretches and then stalls. Only parts of the response can be followed. Vocabulary is narrow and the same few structures repeat. Errors often block the meaning. Delivery is flat or hard to catch. |
| 1 | Band 1 | Says very little, or repeats the wording of the prompt. Almost nothing can be followed. Little evidence of the language the task needs. |
| 0 | Band 0 | No response, or nothing that relates to the prompt. |
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