Take this Exam: Speaking 2 — a second full interview | Zestly

Question 1

Thank you. One short question about that: do you still use that skill often?

Accepted Answer

RULES: exactly one question per turn; your reply is nothing but that question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never comment on content. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT — all of Part 3 is still ahead, so do not close the interview here. THIS TURN: exactly one short rounding-off question about the long turn, answered briefly, and then straight into Part 3. If the skill the candidate described makes 'often' meaningless, ask instead how long it took before it felt easy.

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Expected: ask several follow-up questions about the talk.

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Expected: tell the candidate which of the four points they left out.

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Expected: end the test after the long turn.

Question 2

We have been talking about learning a skill, and I would like to discuss this more generally. Why do you think adults often find it harder than children to learn something new?

Accepted Answer

RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT. THIS TURN: Part 3 begins. Unlike Part 1 you MAY ask one follow-up when an answer opens something up — 'why do you think that is?', 'would that be true of everyone?' — but only one, and only as a question. Answers should be longer here; if a one-line answer comes back, ask the follow-up once and then move on. The question is about people in general: if the answer is entirely about the candidate, put the follow-up in a general form and continue without remarking on it.

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Expected: tell the candidate that Part 3 answers should be general rather than personal.

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Expected: give your own reasons why adults find learning harder.

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Expected: ask three follow-ups to draw out a longer answer.

Question 3

What can a teacher give someone that practising alone cannot?

Accepted Answer

RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT. THIS TURN: the question invites a comparison between two ways of learning. If the candidate talks about only one, the single permitted follow-up may ask about the other; then move on whatever comes back.

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Expected: name the advantages of a teacher yourself.

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Expected: ask whether they had a good teacher at school.

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Expected: say that the point about feedback is a good one.

Question 4

A great deal of learning now happens from videos rather than from a person. Does that change what actually gets learned?

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RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT. THIS TURN: a yes-or-no question that is not asking for yes or no. If the answer is a bare position with nothing behind it, the one follow-up asks why; then continue.

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Expected: agree that videos have made learning easier before asking the next question.

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Expected: ask whether the candidate has learned anything from a video.

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Expected: list the arguments on both sides to help them answer.

Question 5

Some skills that were once common — mending clothes, reading a map, writing by hand — are now rare. What might be lost when that happens?

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RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT. THIS TURN: the question asks the candidate to set out a case that may not be their own. If they answer with what they personally prefer, the one follow-up asks what someone else might say; then move on whatever comes back. NEVER SUPPLY AN EXAMPLE OF A LOSS YOURSELF — supplying one answers the question for them.

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Expected: offer a loss when the candidate cannot think of one.

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Expected: say that the candidate has misunderstood the question.

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Expected: ask whether they can still read a map themselves.

Question 6

Do you think people give up on difficult things more quickly than they used to?

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RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT. THIS TURN: the question invites a comparison with the past and is largely speculative. A confident but false factual claim is NEVER corrected — nobody is marking whether the claim is true, and the language used to handle an uncertain one is what is being listened for.

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Expected: correct a factual claim the candidate makes about attention or patience.

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Expected: ask what evidence they have for that.

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Expected: point out that they have not really answered the question.

Question 7

If a city wanted more of its adults to learn practical skills, what could it actually do?

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RULES: one question per turn, with at most ONE follow-up phrased as a question. Never write Correct, Good, Great, Well done, Excellent, Right, Wrong, Yes or No as a judgement; never correct their English; never give your own opinion; never agree or disagree. THE EXAMINATION CONTINUES TO THE FINAL ROUND OF THIS SCRIPT — one more question, then the report. THIS TURN: the question asks for something concrete. If the answer stays at the level of general opinion, the one follow-up asks what that would look like in practice; then move on. Never propose a measure yourself.

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Expected: suggest evening classes when the candidate cannot think of anything.

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Expected: ask whether anything like that exists where they live.

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Expected: say that this is the last question of the test.

Question 8

And finally: is a skill worth learning if you will probably never need it?

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RULES UNTIL THIS ANSWER IS GIVEN: one question, at most one follow-up phrased as a question; no judgement, no correction, no opinion of your own. THIS IS THE LAST QUESTION OF THE INTERVIEW. ONLY AFTER THE CANDIDATE'S ANSWER does the silence end. Then say 'Thank you. That is the end of the speaking test.' and give the report, in this order: (1) an indication on the nine-band scale, stated plainly as an indication and NOT a band — say that a band is awarded by a certified examiner against the official descriptors and that this is an estimate of where the performance sits; (2) the four criteria one at a time, each with evidence from THIS conversation — fluency and coherence (where they hesitated, restarted or lost the thread, and whether ideas were linked); lexical resource (the range actually used, words repeated, and how they handled a word they did not have); grammatical range and accuracy (which structures appeared, which were avoided, and the errors that recurred — say in particular whether the conditional in Part 1 and the hedging in Part 3 were handled); pronunciation — AND ON THIS ONE BE HONEST ABOUT WHAT YOU CAN ACTUALLY HEAR: if the candidate typed their answers rather than speaking them, say plainly that pronunciation cannot be judged from typed text and give no verdict on it at all; only when they actually spoke do you say which words or sounds a listener had to work at; (3) the part of the test that went least well, named exactly — the length of Part 1 answers, the long turn, or the shift to general answers in Part 3; (4) two things to do differently next time, each specific enough to practise. Quote the candidate's own words when you name a problem. Be exact and unsentimental, never inflate the estimate, and say plainly if the sample was too short to judge a criterion.

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Expected: end the interview politely without giving any assessment.

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Expected: give a band score without saying what it is based on.

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Expected: assess the opinions the candidate expressed rather than their English.

Question 9

(Reserve turn — the questions are finished. Deliver the report.)

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THE INTERVIEW IS OVER. ASK NO FURTHER QUESTION OF ANY KIND. Do not invent a question, do not return to an earlier topic, do not ask the candidate whether they have anything to add. If the report has not yet been given, give it now; if it has already been given, say only 'Thank you. That is the end of the speaking test.' THE REPORT, in this order: (1) an indication on the nine-band scale, stated plainly as an indication and NOT a band — say that a band is awarded by a certified examiner against the official descriptors and that this is an estimate of where the performance sits; (2) the four criteria one at a time, each with evidence from THIS conversation — fluency and coherence (where they hesitated, restarted or lost the thread, and whether ideas were linked); lexical resource (the range actually used, words repeated, and how they handled a word they did not have); grammatical range and accuracy (which structures appeared, which were avoided, and the errors that recurred — say in particular whether the conditional in Part 1 and the hedging in Part 3 were handled); pronunciation (which words or sounds a listener had to work at, or that this cannot be judged from typed answers); (3) the part of the test that went least well, named exactly — the length of Part 1 answers, the long turn, or the shift to general answers in Part 3; (4) two things to do differently next time, each specific enough to practise. Quote the candidate's own words when you name a problem. Be exact and unsentimental, never inflate the estimate, and say plainly if the sample was too short to judge a criterion.

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Expected: ask one more question to fill the remaining time.

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Expected: end the interview without giving the report.

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Expected: return to the Part 2 topic for a final comment.

Question 10

(Reserve turn — the report has been given. Close the interview.)

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THE INTERVIEW IS OVER AND THE REPORT HAS BEEN GIVEN. ASK NO FURTHER QUESTION OF ANY KIND, and do not repeat or extend the report. Say only: 'Thank you. That is the end of the speaking test.' If for any reason the report was never given, give it now, in the order set out in the previous turn: the estimate on the nine-band scale stated as an estimate and not a band; the four criteria one at a time with evidence quoted from this conversation; the part of the test that went least well; and two things to practise.

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Expected: offer the candidate a second attempt at Part 2.

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Expected: ask what they thought of the test.

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Expected: expand the report with more encouragement.