REVIEW TEST 1 ● ANSWER KEY

Speaking

Teacher’s notes
Task 1
The students work in pairs to role-play a dialogue.

Student A prompt: You are a parent in an English family. A student, Student B, is coming to stay with you and your family.
They are doing a language course in a school near your home. You are meeting the student for the first time.

Student B prompt: You are a student doing a language course in England. You are staying with an English family. You are
meeting one of the parents, Student A, for the first time.

Look at these prompt cards and use them to ask and answer questions.
(Hand out role-play cards for students to read.)

You have one minute to read the prompt cards and think about what you want to say. Please ask me if you have any
questions.
(Allow 1 minute for students to read role-play cards. Answer questions as required.)

You can begin the role-play now.

(Allow 2 minutes for students to role-play the situation. If both students are weak and struggle to start the role-play, use
questions to prompt them, e.g. ‘How can you introduce yourself?’, ‘How can you find out about their family?’, etc.)

Task 2
The students each have one photo.

Prompt: Now you are each going to describe a photo and answer some questions.
Student A, you are going to describe what you can see in the photo.
Student B, you are going to describe what you can see in the photo.
You both have one minute to think about what you want to say. Please ask me if you have any questions.
(Allow 1 minute for students to look at photos and prepare. Answer questions as required.)

Student A, please describe your photo now.

(Allow 1 minute for student to describe photos.)
Questions for Student A:
1 Would you like to eat in a place like this? Why?/Why not?
2 Where is your favourite place to eat? Why?
3 Who do you usually eat meals with? (What do you usually eat?)
4 Do you like going to restaurants to eat? Why?/Why not? (Which is your favourite restaurant? Why?)

Student B, please describe your photo now.

(Allow 1 minute for students to describe photos.)
Questions for Student B:
1 Do you often have dinner with your family? Why?/Why not? (What do you usually eat?)
2 What is your favourite food and drink? Why?(How often do you eat or drink these?)
3 What do you usually eat for breakfast? (What time do you have your breakfast?)
4 Do you like eating indoors or outdoors? Why?/Why not?

© 2016 Pearson FOCUS 1 PHOTOCOPIABLE 1

 REVIEW TEST 1 ● ANSWER KEY
Speaking

Sample answers and mark schemes

Task 1
Can say what they like and dislike.
Can explain what they like or dislike about something.
Can ask and answer questions about what they do at work and in their free time.

Student A: Hello, I’m Mrs Collins. Welcome to England.

Student B: Hello, my name is Diap. I come from Thailand.
Student A: Hello, Diap. There are four people in our family. Me and my husband Carl. We have two children. Barbara is
our daughter. She is twelve. And Billy is our son. He is fourteen.
Student B: I have a big family. There’s my mum and my dad and I have two brothers and two sisters. We all live together
in Thailand.
Student A: What food do you like, Diap?
Student B: My favourite food is Thai food. It’s very healthy. But I like lots of other food too. I like pizza, and burgers
sometimes too. What time do you usually eat meals?
Student A: We have breakfast at about 8 o’clock, lunch at 1 o’clock and dinner at 6.30. What do like doing in your free
time?
Student B: I like playing football and basketball and I like playing computer games too. What things can you do in this
area?
Student A: There’s a park near here. You can play football there. And in the town centre there’s a cinema and lots of
shops. I’m very happy you are staying with us, Diap.
Student B: I am very happy to stay here in your house. Thank you.

Task 2
Can express opinions and attitudes in a simple way.
Can use what, where, when, why and how to ask for information.
Can name some very basic food and drink.

Student A:
The photo shows a family having a picnic. There is a mum and a dad and two children, a boy and a girl. They are in the
countryside with some trees trees behind them. The family have some food, I think fruit, and some drinks. The children’s
mum is giving the boy a drink. Their dad is has the fruit. The children are laughing. They are all happy together.
1 Yes, I would because it is a sunny day and it is warm and it’s nice to be outside and see the trees and the birds and
animals.
2 My favourite place to eat is at my grandmother’s house. She’s a very good cook and we always talk a lot too.
3 I usually eat them with my family – my mum and dad, my brothers and sisters and we eat lots of different things. My mum
makes something different every day.
4 Yes, there are some very good restaurants in our town. My favourite one is an Indian restaurant called Saffron. The food is
very good.

© 2016 Pearson FOCUS 1 PHOTOCOPIABLE 2

 REVIEW TEST 1 ● ANSWER KEY
Speaking

Student B:
The photo shows a family having lunch or dinner together. There is a mum and dad, a grandmother and a grandfather and
two children, a boy and a girl. They are eating in their house. The room has lots of windows and they have a big garden with
lots of trees. The family have some pasta and some bread. They have some drinks too – it’s orange juice. The dad is talking
to his daughter. The grandparents are eating. They are happy and smiling. The mum is looking at her son. Maybe he doesn’t
like pasta.
1 Yes, we have dinner together every evening. We eat lots of different things. My mum makes something different every day.
2 My favourite food is spaghetti. I like it with tomato sauce and cheese. I have it once a week. My favourite drink is orange
juice and I have this every morning.
3 For breakfast I have a sandwich, usually with cheese or sausage, or sometimes I have toast with jam or honey. I have my
breakfast at about 8 o’clock.
4 I like eating outdoors and we eat in our garden.

The task is worth 10 marks. Award up to 2 marks for each section of the mark scheme, according to the descriptions below.
Marks Task achievement Spoken Spoken interaction Range Accuracy
production and
fluency
0.0- Phonological, Hesitation will be Control will probably The range of Some words or short
0.5 lexical and extremely intrusive. be insufficient for language, lexical phrases may be
grammatical Available time will even the simplest of and grammatical, is accurate but frequent
inaccuracies not be utilised tasks. probably insufficient grammatical and
impede almost all effectively. There may be no even for simple lexical errors, even in
task achievement. utterances even at prompts. basic language,
Pronunciation of
May not even sentence level. impede almost all
some single words
achieve the coherence and
may be intelligible. Will be hesitant and
simplest part of the communication of
Any longer unsure when
task. ideas.
utterances will be responding to teacher
Many responses difficult to and/or peer input.
will not be understand.
attempted (lack of
No natural use of
linguistic resources
stress, rhythm and
or
intonation to
misunderstanding
express meaning.
of input).
0.5- Phonological, Hesitation may be Control may be The range of Some words or short
1.0 lexical and excessive and sufficient for very language, lexical phrases may be
grammatical frequent. simple tasks but not and grammatical, is accurate but frequent
inaccuracies Available time will more complex ones. sufficient for simple grammatical and
impede task probably not be No extended prompts but not for lexical errors, even in
achievement. utilised effectively. discourse. more complex basic language,
Achieves only tasks. impede coherence
Pronunciation of May be hesitant and
simplest part of the and communication of
single words may unsure when
task in a limited ideas.
be intelligible but responding to teacher
way. longer utterances and/or peer input.
Many responses difficult to
may not be understand.
appropriate or are Little or no natural
not attempted (lack use of stress,
of linguistic rhythm and
resources or intonation to
misunderstanding express meaning.
of input).

© 2016 Pearson FOCUS 1 PHOTOCOPIABLE 3

 REVIEW TEST 1 ● ANSWER KEY
Speaking

1.0- Achieves most of Hesitation may be Control is sufficient The range of Most words, short
1.5 the task, but in a evident but is not for simple tasks and language, lexical phrases and some
limited way. excessive. some more complex and grammatical, is longer utterances will
Some responses Available time may ones. sufficient for simple be accurate but
may be not always be Some extended prompts and for occasional
inappropriate, utilised effectively. discourse. most more complex grammatical and
ambiguous or not tasks. lexical errors, may
Pronunciation of May be occasional,
attempted (lack of There may be little impede coherence
most utterances will but not intrusive,
linguistic resources or no lexis or and communication of
be intelligible with hesitation and
or structure used that ideas.
occasional words uncertainty when
misunderstanding difficult to responding to teacher is above the target
of input). understand. and/or peer input. level.

Attempts made to
use stress, rhythm
and intonation to
express meaning.
1.5- Achieves all of the Only natural Control is sufficient The range of All words, short
2.0 task in a hesitation evident, for all tasks. language, lexical phrases and longer
appropriate and but this is not Multiple occasions of and grammatical, is utterances will be
comprehensive excessive. Available extended discourse. sufficient for all accurate with only
way. time is consistently tasks. occasional
No intrusive
All responses are utilised effectively. There may be grammatical and
hesitation or
appropriate and Pronunciation of all multiple examples lexical errors, which
uncertainty when
unambiguous utterances will be of lexis and/or do not impede
responding to teacher
intelligible with only structure used that coherence and
and/or peer input.
occasional is above the target communication of
mispronunciation of level. ideas.
individual words.
Stress, rhythm and
intonation used well
to express meaning.

© 2016 Pearson FOCUS 1 PHOTOCOPIABLE 4