1 Understanding the whole test Before you watch the video, tell students that each part of the test has a different focus and that they will have to use different types of language in each part. Tell them what happens in each part. Put students into small groups. Give each group a part to discuss and ask them to note down answers to the following questions: a What is the aim of each part of the test? b What kind of language should they use in each part? c Why is it important to understand the aim of each part of the test?
2 What would you like to know about the Speaking Test?
Put students in small groups to discuss the Speaking Test. Students think of any questions they have (e.g. Does the examiner ask questions in Parts 2 and 3?). Write their questions on the board. Play the video. Students watch and write down the answers to any questions they can. Finally, discuss their questions and answers.
3 Asking questions (Part 1)
Give pairs of students different topic areas that are used in the video. Students think of three questions they would like to ask each other on those topics. Students work in small groups and ask each other the questions. Play the video for students to find out if the candidates were asked the same questions or different ones. Ask them to assess how successfully they think the candidates dealt with the questions.
4 Talking about pictures (Part 2)
Give students the pictures from Part 2 of the test in the video (Test 1, Part 2, pages 169 and 170). Give them time to think about what they would say about the pictures. Students practise in groups of three, with one student listening and commenting on their performance. Then show the students Part 2 of the video so that they can compare.
5 Agreeing or disagreeing with your partner (Part 3)
Ask students to work in groups of three. Give students the task from Part 3 of the test in the video (Test 1, Part 3, page 171). Student A makes one statement about one of the written prompts, e.g. I think it is really important to concentrate when playing a competitive sport if you want to win. Student B must react with a full comment (not just a short sentence). Student B now chooses another written prompt and student C reacts. Make it clear that they must give reasons for any agreement or disagreement.
6 Developing the topic (Part 4)
Watch Part 3 with students, and establish what the general topic is. Ask students to work in small groups and think of three questions that they think could be asked in Part 4 to develop the topic of the Part 3 task. Each group should pass their questions to another group and the students should try asking and answering the questions. Watch the video and get students to write down the actual questions that were asked. Groups then discuss what they would have said to those questions. Play the video again so that they can compare their own ideas with what the students in the video say.