Cambridge English: First 

Lesson Plan: Speaking  
This lesson plan accompanies Cambridge English: First 1 Speaking Test 4 Part 2. 

This lesson is suitable for students in the middle or towards the end of their Cambridge English: First 
course.  

Lesson Goals 
1. To review use of present continuous and prepositions of place to describe a scene
2. To practise language for comparing and contrasting different jobs
3. To use a range of phrases to organise an extended turn
4. To develop an understanding of the assessment criteria for Speaking Part 2

Activity (see brackets for resources required)  Time  Interaction 

needed 
Warmer (copy of Resource 1 for the teacher, with mime activities cut  15 mins 
into slips, ready to hand out. Plain paper for students to draw on.)  

 Lead in: Ask students to imagine they are at the seaside. Elicit 1 min  T‐S then  

what they would see around them on the beach (i.e. sky, sand, S‐T 
sea, seagulls, etc.).
 Give students sheets of paper and ask them to draw a basic 1 min  S 
seaside scene consisting of beach, sea and sky.
 Dictate the sentences from Resource 1 and ask students to draw 4 mins  T‐S then S 
what they hear.
 Students can then compare their pictures in pairs.  1 min  S‐S 
 Ask a student to come to the front and with help from the class, 2 mins  S‐Ss then  
redraw the scene onto the board. Elicit full sentences using the S‐T 
present continuous and prepositions.
 Now tell the students they are going to watch a number of 1 min  T‐S 
people on the beach doing a selection of activities. Tell students
they should watch the scene and either write down in full
sentences what they see happening or feedback orally. They
should include prepositions as necessary.
 Select students to come to the front and mime the activities 5 mins   S‐Ss 
given to them on a slip. The class guesses the action using the
present continuous correctly. You could also ask students to
write their own ideas for beach activities to mime to the class.

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
 Main activities (Resource 2 and 3 for individuals, copies of Part 2  30 – 35 mins 
photographs C10 and C11 for pairs) 

 Tell students that in Part 2 they will be asked a question about 1 min  T‐S 

two pictures. They are required to speak for one minute, not just
describing but also comparing the pictures and expressing their
opinions about what they see.
 Display the first two pictures from Resource 2 on the board. Ask 3 mins  T‐S 
students to think about their answers to the questions in
Resource 2 and consider what other information they could
include in order to speak for one minute.  Examples could be:
similarities and differences between the jobs, personal likes and
dislikes, relevant adjectives to describe the jobs, information
about the location/scene, relevant past experiences. Write the
prompt words in bold on the board for students to refer to.
 Introduce students to the self‐assessment sheet (Resource 3). At 3 mins  T‐S 
this stage it can be displayed on an interactive whiteboard. Talk
through the areas that are being assessed during the speaking
assessment.
 Put students into pairs to practise describing and comparing 3 mins  S‐S 
their two photos with their partner’s. Encourage students to
speak for one minute using the prompts you have written on the
board. Encourage them to tick off any phrases they use from
Resource 2.  At the end, ask each person in the pair to think of a
question to ask their partner to find out more about their
opinions/preferences regarding the jobs they have talked about.
 Conduct feedback to elicit and check students’ answers. Elicit 2 mins  S‐T then T 
examples of questions and answers given at the end. Ask
learners to reflect on their performance in relation to the
assessment criteria. What could be done better next time?
 Next ask students to swap partners and practise speaking for 3 mins  S‐S 
one minute each about the second set of pictures.
 Conduct feedback again, answering any questions and checking 2 mins  S‐T 
use of prompt language.
 If you feel students need further consolidation of any new 5 mins  S‐S 
language before moving onto the exam materials, they could
write a paragraph to represent their answer. This could be
checked by peers or teacher.

Stage 2‐ Exam Practice using exam materials  

 Give student A the Part 2 C10 photographs. Give the C11 1 min  T‐S 

photographs to student B. Hand out a copy of Resource 3 to
each student. Remind them that they must compare the photos
and also to fully answer the question written at the top of the

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
 page. Write the questions on the board that they will need to ask 
their partner at the end of their one minute speaking turn: 
o Student B asks A: Do you enjoy celebrating with your
friends?
o Student A asks B: Do you enjoy spending time in the
city?
 Monitor as students complete the task, making a note of any 5 mins  S‐S 
errors in language used that would be useful for the class to
correct afterwards.
 Ask students to refer back to the criteria listed in the self‐ 2‐7 mins  S 
assessment grid (Resource 3) and reflect on their successes and
areas for improvement. Students can then start writing their
action plan on areas they need to improve on before the
assessment. This can be agreed and signed by the teacher.

Extension activity (copy of Resource 4 for teacher reference)  10 mins 

 Ask two confident students to come to the front and give each of 2 mins  S‐S then  

them a word from the pairs of words in Resource 4. In front of S‐T 
the class, they then need to argue why their item is better than
their partner’s item. A timer can be set or you can allow the
learners to continue until their ideas dry up. The class can then
vote on which item they were persuaded was most important.
Encourage students to use comparative language and
organisational phrases as much as possible.
 You can then continue this as a whole class activity, selecting 8 mins  S‐S 
pairs of students to come to the front. Alternatively you can
separate students into smaller groups of 4‐8 to continue the
activity.

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
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Resource 1 
Background scene for students to draw on paper 

There are two birds flying across the sky, they are flying next to each other. They are at the top of the 
picture, the middle of the sky.  

There are two towels, next to each other, on the bottom left of the picture. 

There is a sandcastle on the bottom right hand side of the picture.  

There is a dingy floating in the sea on the right hand side of the picture.  

There is a volleyball net in the middle of the beach. 

There is a kite flying in the sky on the left hand side.  

Activities for students to mime to the class.    

Write in names and cut into slips before the activity.  

………………………………… and …………………………………. are sitting on their towels eating ice creams. 

…………………………………. is flying a kite.  

…….…………………………… is fishing in his/her dingy. 

…………………………….and ……………………………… are playing beach volleyball.  ………………………… is 
losing! 

………………………………….. is building a sandcastle.  

………………………………….. is walking his/her dog along the beach.  

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 2 
Look at the first two photographs below. What might people enjoy about these different jobs?  
What might people find difficult about these different jobs?   Use the language below to compare, 
contrast and organise your contribution.    

Expressions of speculation    Comparing, contrasting 

He/she is probably………  …more interesting than…. 
I guess/I imagine/I think   …is harder than…. 
She/he looks  …is better paid than…. 
My impression is  …is more…. than….. 
Perhaps/maybe  …is the most…. job because… 
I am fairly sure that…..because…   …is (not) as ……as the …….. 
They are both…..     Neither ……. 

Qualities  Organisation of contribution  

Satisfying, demanding, stressful,  In the first/second picture  
interesting, skilled, frustrating, boring,  On the other hand 
interesting, tiring, well‐ paid  The first/other main difference 
also, furthermore, for example  
and anyway, so, ok 

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 2 Continued 
Person A: 
Photo 1: 

Photo 2: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 2 Continued 
Person B: 
Photo 3: 

Photo 4: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 2 Continued 
Person A: 
Photo 5: 

Photo 6: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 2 Continued 
Person B: 
Photo 7: 

Photo 8: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 3 
Self‐Assessment Grid for Part 2 

Grammar and Vocabulary   I’m doing well with this   Need to practise this more  

 Able to use a different
grammatical structures when
speaking, in particular
comparative forms, accurate
use of tenses, conditional forms
 Uses a range of appropriate
vocabulary to give and
exchange views
Fluency and Organisation  
 Speak fluently with very little
pausing before starting to speak
 Contributions are relevant and
there is a clear organisation of
ideas
 Uses words such as also,
furthermore, for example and
anyway, so, ok
Pronunciation 
 Clearly understood
 Voice goes up and down
appropriately
 Sentence and word stress is
correct
 Individual sounds are spoken
clearly
Interactive Communication 
 Starts and responds
appropriately to questions
 Able to link their responses to
the contributions of other
speakers

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Resource 4 
Comparing Game 

 Cats vs dogs
 Pens vs pencils
 London vs Bristol
 Water vs milk
 Football vs cricket
 Houses vs flats
 City vs country
 English vs Spanish
 Pizza vs burgers
 Car vs motorbike
 Horse vs camel
 Book vs newspaper
 Shower vs bath
 Museum vs art gallery
 Train vs bus
 Fruit vs vegetables
 Swimming vs gym
 Summer vs winter
 Beach vs theme park
 Sight vs hearing
 Smell vs taste
 Banana vs orange
 TV vs radio
 Diet vs exercise
 Cycling vs walking
 Photography vs painting
 Studying vs working
 A night in vs a night out

Cambridge English: First 1 Speaking Test 4 Lesson Plan 
© Cambridge University Press and UCLES 2017
Frames for the Speaking test

Test 4
Note: In the examination, there will be both an assessor and an interlocutor in the room.
 The visual material for Test 4 appears on pages C10 and C11 (Part 2), and C12 (Part 3).

Part 1  2 minutes (3 minutes for groups of three)

Interlocutor: Good morning/afternoon/evening. My name is ………… and

this is my colleague ………… .
And your names are?
Can I have your mark sheets, please?
Thank you.

• Where are you from, (Candidate A)?

• And you, (Candidate B)?
First we’d like to know something about you.

Select one or more questions from any of the following

categories, as appropriate.
Family and friends
• Who are you most like in your family? (In what ways are you
similar?)
• Do you go on holiday with your family? (Why? / Why not?)
• Have you done anything interesting with your friends
recently? (What did you do with them?)
• Tell me about a really good friend of yours. (Do you share the
same interests?)
Your interests
• Is there a sport or hobby you enjoy doing? (What do you do?)
(Why do you like it?)
• If you could learn a new skill, what would you choose to do?
(Why?)
• Do you like reading? (What do you read?) (Why do you like it?)
• Have you seen a good film recently? (Tell me about it.)
Future plans
• Have you got any plans for this weekend? (What are you
going to do?)
• Are you going to go on holiday this year? (Where are you
going to go?)
• Is there anything you’d like to study in the future? (Why?)
• Which country would you most like to visit in the future?
(Do you think you’ll go there one day?) (Why? / Why not?)

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 Frames for the Speaking test

Part 2  4 minutes (6 minutes for groups of three)

In the city
A special day
Interlocutor: In this part of the test, I’m going to give each of you two
photographs. I’d like you to talk about your photographs on
your own for about a minute, and also to answer a question
about your partner’s photographs.
(Candidate A), it’s your turn first. Here are your photographs.
They show people spending time in different places in a city.
Indicate the pictures on page C10 to the candidates.
I’d like you to compare the photographs, and say why the people
have chosen to spend time in these different places in the city.
All right?
Candidate A: [1 minute.]
Interlocutor: Thank you.
(Candidate B), do you enjoy spending time in a city? …..
(Why? / Why not?)
Candidate B: [Approximately 30 seconds.]
Interlocutor: Thank you.
Now, (Candidate B), here are your photographs. They show
people who are having a special day.
Indicate the pictures on page C11 to the candidates.
I’d like you to compare the photographs, and say what the
people might enjoy about their special day.
All right?
Candidate B: [1 minute.]
Interlocutor: Thank you.
(Candidate A), do you enjoy celebrating with friends? …..
(Why? / Why not?)
Candidate A: [Approximately 30 seconds.]
Interlocutor: Thank you.

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Frames for the Speaking test

Parts 3 and 4  7 minutes (9 minutes for groups of three)

Part 3
Important things
in life
Interlocutor: Now, I’d like you to talk about something together for about
two minutes (3 minutes for groups of three).
Here are some things that many people think are important in
their lives and a question for you to discuss. First you have some
time to look at the task.
Indicate the text on page C12 to the candidates. Allow 15 seconds.
Now, talk to each other about why people think these things are
important in their lives.
Candidates: [2 minutes (3 minutes for groups of three).]
Interlocutor: Thank you. Now you have about a minute to decide which two
things become more important as people get older.
Candidates: [1 minute (for pairs and groups of three).]
Interlocutor: Thank you.

Part 4
Interlocutor: Use the following questions, in order, as appropriate:
• If
  you could change anything about your life, what would you
change? (Why?)
•  Many people say life’s too busy these days. Select any of the following
Why do you think they say this? prompts, as appropriate:
•  Many people seem to want to become • What do you think?
famous nowadays. Why do you think • Do you agree?
this is? • And you?
•  Is it important to enjoy a job or do you
think it’s enough to be paid well? (Why?)
•  How important is it to go on holiday every year?
(Why? / Why not?)
•  Some people say we don’t spend enough time talking to each
other these days. What do you think?
Thank you. That is the end of the test.

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Visual materials for the Speaking test

Why have the people chosen to spend time in these different places in the city?

4A

4B

C10

© Cambridge University Press 2014

 Visual materials for the Speaking test

What might the people enjoy about their special day?

4C

4D

C11

© Cambridge University Press 2014

Visual materials for the Speaking test

4E

Important things in life

health and
education
exercise

Why do people think

these things are
important in their lives?

close friends a good job

money

C12

© Cambridge University Press 2014

 Marks and results

Listening
One mark is given for each correct answer. The total is weighted to give a mark out of 40 for
the paper. In Part 2, minor spelling errors are allowed, provided that the candidate’s intention
is clear.
For security reasons, several versions of the Listening paper are used at each administration
of the examination. Before grading, the performance of the candidates in each of the versions is
compared and marks adjusted to compensate for any imbalance in levels of difficulty.

Speaking
Throughout the test candidates are assessed on their own individual performance and not
in relation to the other candidate. They are assessed on their language skills, not on their
personality, intelligence or knowledge of the world. Candidates must, however, be prepared to
develop the conversation and respond to the tasks in an appropriate way.
Candidates are awarded marks by two examiners: the assessor and the interlocutor. The
assessor awards marks by applying performance descriptors from the Analytical Assessment
scales for the following criteria:

Grammar and Vocabulary

This refers to the accurate use of grammatical forms and appropriate use of vocabulary. It also
includes the range of language.

Discourse Management
This refers to the extent, relevance and coherence of each candidate’s contributions. Candidates
should be able to construct clear stretches of speech which are easy to follow. The length of
their contributions should be appropriate to the task, and what they say should be related to
the topic and the conversation in general.

Pronunciation
This refers to the intelligibility of contributions at word and sentence levels. Candidates should
be able to produce utterances that can easily be understood, and which show control of
intonation, stress and individual sounds.

Interactive Communication
This refers to the ability to use language to achieve meaningful communication. Candidates
should be able to initiate and respond appropriately according to the task and conversation,
and also to use interactive strategies to maintain and develop the communication whilst
negotiating towards an outcome.

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Marks and results

Grammar and Interactive

B2 Discourse Management Pronunciation
Vocabulary Communication
• Shows a good degree • Produces extended • Is intelligible. • Initiates and responds
of control of a range stretches of language • Intonation is appropriately, linking
of simple and some with very little appropriate. contributions to those
complex grammatical hesitation. • Sentence and word of other speakers.
forms. • Contributions are stress is accurately • Maintains and
5 • Uses a range relevant and there is a placed. develops the
of appropriate clear organisation of • Individual sounds are interaction and
vocabulary to give ideas. articulated clearly. negotiates towards
and exchange views • Uses a range of an outcome.
on a wide range of cohesive devices and
familiar topics. discourse markers.
4 Performance shares features of Bands 3 and 5.
• Shows a good degree • Produces extended • Is intelligible. • Initiates and responds
of control of simple stretches of language • Intonation is generally appropriately.
grammatical forms, despite some appropriate. • Maintains and
and attempts some hesitation. • Sentence and word develops the
complex grammatical • Contributions are stress is generally interaction and
forms. relevant and there is accurately placed. negotiates towards
3
• Uses a range very little repetition. • Individual sounds an outcome with very
of appropriate • Uses a range of are generally little support.
vocabulary to give cohesive devices. articulated clearly.
and exchange views
on a range of familiar
topics.
2 Performance shares features of Bands 1 and 3.
• Shows a good degree • Produces responses • Is mostly intelligible, • Initiates and responds
of control of simple which are extended and has some control appropriately.
grammatical forms. beyond short phrases, of phonological • Keeps the interaction
• Uses a range despite hesitation. features at both going with very
of appropriate • Contributions are utterance and word little prompting and
1
vocabulary when mostly relevant, levels. support.
talking about despite some
everyday situations. repetition.
• Uses basic cohesive
devices.
0 Performance below Band 1.

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