FCE Speaking Test

‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌

First‌‌Certificate‌‌in‌‌English‌‌Speaking‌‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌ ‌

‌

1‌ ‌

‌

Phrasal‌‌Verbs‌‌for‌‌Cambridge‌‌FCE‌‌Speaking‌‌Module‌ ‌ During‌‌the‌‌Cambridge‌‌FCE‌‌Speaking‌‌Module,‌‌examiners‌‌look‌‌for‌‌your‌‌ability‌‌to‌‌use‌‌advanced‌‌

vocabulary,‌‌including‌‌phrasal‌‌verbs,‌‌as‌‌naturally‌‌as‌‌possible.‌‌Learn‌‌these‌‌phrasal‌‌verbs‌‌for‌‌the‌‌

Cambridge‌‌FCE‌‌Speaking‌‌Module‌‌and‌‌your‌‌score‌‌will‌‌improve‌‌drastically!‌ ‌

Phrasal‌‌Verbs‌‌for‌‌Cambridge‌‌FCE‌ ‌ Before‌‌learning‌‌the‌‌phrasal‌‌verbs,‌‌you‌‌must‌‌know‌‌what‌‌the‌‌focus‌‌is‌‌for‌‌each‌‌of‌‌the‌‌parts‌‌of‌‌the‌‌

Speaking‌‌Module.‌‌Once‌‌you‌‌understand‌‌the‌‌tasks,‌‌you‌‌can‌‌learn‌‌phrasal‌‌verbs‌‌which‌‌are‌‌

directly‌‌related‌‌to‌‌the‌‌types‌‌of‌‌speech‌‌you‌‌will‌‌use‌‌in‌‌each‌‌section‌‌(such‌‌as‌‌language‌‌for‌‌talking‌‌

about‌‌the‌‌future,‌‌comparing‌‌and‌‌contrasting,‌‌agreeing‌‌and‌‌disagreeing,‌‌etc.).‌ ‌

Part‌‌1‌ ‌ For‌‌Part‌‌1,‌‌you‌‌may‌‌be‌‌asked‌‌about‌‌things‌‌like‌‌your‌‌hometown,‌‌your‌‌interests,‌‌your‌‌studies,‌‌

your‌‌career(s),‌‌etc.‌‌When‌‌speaking‌‌about‌‌yourself,‌‌try‌‌to‌‌use‌‌the‌‌following‌‌phrasal‌‌verbs.‌ ‌ Bring‌‌(someone)‌‌up‌ ‌ Definition:‌t‌o‌‌look‌‌after‌‌a‌‌child‌‌until‌‌it‌‌is‌‌an‌‌adult.‌‌(Note:‌‌this‌‌is‌‌often‌‌used‌‌in‌‌the‌‌Passive‌‌Voice.)‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌will‌‌probably‌‌be‌‌asked‌‌about‌‌your‌‌childhood‌‌and‌‌where‌‌

you‌‌are‌‌from.‌ ‌ Example:‌‌‌I‌w ‌ as‌‌brought‌‌up‌i‌n‌‌a‌‌very‌‌large‌‌family:‌‌I‌‌have‌‌four‌‌brothers‌‌and‌‌sisters.‌ ‌ Get‌‌along‌‌with‌ ‌ Definition:‌‌‌to‌‌have‌‌a‌‌good‌‌relationship‌‌with‌‌someone.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌can‌‌use‌‌this‌‌phrasal‌‌verb‌‌to‌‌speak‌‌about‌‌the‌‌

relationships‌‌you‌‌have‌‌with‌‌family,‌‌friends,‌‌roommates,‌‌classmates,‌‌etc.‌ ‌ Example:‌‌‌I‌g ‌ et‌‌along‌‌‌very‌‌well‌‌with‌‌my‌‌roommates‌‌here‌‌in‌‌San‌‌Francisco,‌‌so‌‌my‌‌stay‌‌here‌‌has‌‌

been‌‌very‌‌enjoyable.‌ ‌ Grow‌‌up‌ ‌ Definition:‌‌‌to‌‌become‌‌an‌‌adult.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌can‌‌apply‌‌this‌‌phrasal‌‌verb‌‌when‌‌talking‌‌about‌‌your‌‌

childhood‌‌and‌‌early‌‌years.‌ Example:‌‌‌I‌g ‌ rew‌‌up‌i‌n‌‌a‌‌small‌‌town‌‌but‌‌for‌‌the‌‌last‌‌five‌‌years‌‌I’ve‌‌lived‌‌in‌‌Zurich.‌ ‌ ‌

2‌ ‌

Look‌‌forward‌‌to‌ ‌ Definition:‌‌‌to‌‌be‌‌excited‌‌about‌‌something‌‌in‌‌the‌‌future.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌This‌‌is‌‌a‌‌common‌‌phrasal‌‌verb‌‌to‌‌talk‌‌about‌‌exciting‌‌future‌‌

plans.‌ ‌ Example:‌‌‌I‌‌am‌‌nervous‌‌about‌‌the‌‌Cambridge‌‌Exam,‌‌but‌‌I‌‌am‌‌also‌l‌ooking‌‌forward‌‌to‌u ‌ si‌ng‌‌‌all‌‌

the‌‌things‌‌I’ve‌‌practiced‌‌and‌‌learned.‌ ‌ Take‌‌up‌ ‌ Definition:‌‌‌to‌‌begin‌‌a‌‌hobby‌‌or‌‌activity.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌In‌‌Part‌‌1,‌‌you‌‌are‌‌often‌‌asked‌‌about‌‌your‌‌hobbies.‌ ‌ Example:‌‌‌In‌‌my‌‌free‌‌time,‌‌I‌‌really‌‌enjoy‌‌photography.‌‌I‌‌took‌‌it‌‌up‌w ‌ hen‌‌I‌‌was‌‌travelling‌‌through‌‌

Southeast‌‌Asia‌‌and‌‌I’ve‌‌enjoyed‌‌it‌‌ever‌‌since.‌ ‌ Give‌‌up‌ ‌ Definition:‌‌‌to‌‌quit‌‌doing‌‌something.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌might‌‌be‌‌asked‌‌to‌‌talk‌‌about‌‌your‌‌childhood‌‌or‌‌past;‌‌

‘give‌‌up”‌‌is‌‌often‌‌used‌‌to‌‌discuss‌‌activities‌‌you‌‌don’t‌‌do‌‌anymore.‌ ‌ Example:‌‌‌Well,‌‌in‌‌my‌‌free‌‌time‌‌I‌‌usually‌‌enjoy‌‌skiing,‌‌but‌‌I‌g ‌ ave‌‌that‌‌up‌‌‌when‌‌I‌‌moved‌‌here‌‌

since‌‌I‌‌am‌‌not‌‌so‌‌close‌‌to‌‌the‌‌mountains‌‌anymore.‌ ‌ ‌

‌

Part‌‌2‌ ‌ FCE:‌‌The‌‌interlocutor‌‌gives‌‌you‌‌TWO‌‌photographs‌‌and‌‌asks‌‌you‌‌to‌‌talk‌‌about‌‌them‌‌for‌‌1 ‌‌ minute.‌‌The‌‌interlocutor‌‌then‌‌asks‌‌your‌‌partner‌‌a‌‌question‌‌about‌‌your‌‌photographs‌‌and‌‌your‌‌

partner‌‌responds‌‌briefly‌‌(up‌‌to‌‌30‌‌seconds).‌ ‌

3‌ ‌

Then‌‌the‌‌interlocutor‌‌gives‌‌your‌‌partner‌‌two‌‌different‌‌photographs.‌‌Your‌‌partner‌‌talks‌‌about‌‌

these‌‌photographs‌‌for‌‌1‌‌minute.‌‌This‌‌time‌‌the‌‌interlocutor‌‌asks‌‌you‌‌a‌‌question‌‌about‌‌your‌‌

partner’s‌‌photographs‌‌and‌‌you‌‌respond‌‌briefly‌‌(up‌‌to‌‌30‌‌seconds).‌ ‌ When‌‌speaking‌‌about‌‌the‌‌photos,‌‌you‌‌will‌‌use‌‌the‌‌language‌‌of‌‌speculation.‌‌For‌‌speculation,‌‌the‌‌

following‌‌phrasal‌‌verbs‌‌are‌‌useful.‌ ‌ End‌‌up‌ ‌ Definition:‌‌‌to‌‌finally‌‌be‌‌in‌‌a‌‌place‌‌or‌‌situation.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌have‌‌to‌‌speculate‌‌a‌‌lot‌‌when‌‌looking‌‌at‌‌these‌‌photos,‌‌

so‌‌this‌‌phrasal‌‌verb‌‌is‌‌a‌‌great‌‌one‌‌to‌‌use‌‌when‌‌guessing‌‌how‌‌the‌‌person‌‌came‌‌to‌‌be‌‌in‌‌the‌‌

situation‌‌in‌‌the‌‌photo‌‌(or‌‌what‌‌will‌‌happen‌‌to‌‌them‌‌after).‌ ‌ Example:‌‌‌The‌‌family‌‌in‌‌this‌‌photo‌‌looks‌‌very‌‌unhappy‌‌at‌‌her‌‌office‌‌job;‌‌perhaps‌‌she‌‌dreamed‌‌of‌‌

a‌‌life‌‌working‌‌at‌‌something‌‌other‌‌than‌‌a‌‌desk‌‌job‌‌and‌‌she’s‌‌sad‌‌that‌‌she‌e ‌ nded‌‌up‌‌‌in‌‌such‌‌a ‌‌ dull‌‌environment.‌ ‌ Make‌‌out‌ ‌ Definition:‌‌‌to‌‌be‌‌able‌‌to‌‌see‌‌something‌‌that’s‌‌not‌‌quite‌‌clear.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌might‌‌not‌‌be‌‌able‌‌to‌‌see‌‌the‌‌full‌‌details‌‌of‌‌the‌‌photo;‌‌

this‌‌is‌‌a‌‌great‌‌phrasal‌‌verb‌‌to‌‌describe‌‌what‌‌you‌‌think‌‌you‌‌see.‌ ‌ Example:‌‌‌I‌‌can’t‌‌quite‌m ‌ ake‌‌it‌‌out‌‌‌but‌‌I‌‌think‌‌that‌‌the‌‌group‌‌is‌‌holding‌‌a‌‌trophy,‌‌so‌‌perhaps‌‌

they’ve‌‌won‌‌a‌‌competition‌‌or‌‌game‌‌.‌‌.‌‌. ‌ ‌ Make‌‌(something)‌‌up‌ ‌ Definition:‌‌‌to‌‌invent‌‌a‌‌story.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌are‌‌asked‌‌to‌‌speculate‌‌about‌‌the‌‌people‌‌in‌‌the‌‌photos‌‌

and‌‌their‌‌lives,‌‌so‌‌this‌‌is‌‌a‌‌useful‌‌expression!‌ ‌ Example:‌‌I‌‌would‌‌guess‌‌that‌‌this‌‌person‌‌is‌‌very‌‌happy:‌‌she‌‌has‌‌her‌‌two‌‌beautiful‌‌children‌‌and‌‌a ‌‌ lovely‌‌house‌‌.‌‌.‌‌.‌‌perhaps‌‌she’s‌‌a‌‌stay-at-home-mom‌‌and‌‌is‌‌appreciative‌‌that‌‌she‌‌can‌‌spend‌‌

time‌‌with‌‌her‌‌children‌‌.‌‌.‌‌.‌‌I’m‌m ‌ aking‌‌this‌‌all‌‌up‌,‌‌of‌‌course,‌‌but‌‌it’s‌‌what‌‌I‌‌would‌‌guess.‌ ‌ ‌

Part‌‌3‌ ‌ FCE:‌‌(4‌‌minutes)‌‌This‌‌part‌‌is‌‌divided‌‌into‌‌two‌‌parts‌‌and‌‌the‌‌interlocutor‌‌asks‌‌you‌‌and‌‌your‌‌

partner‌‌to‌‌talk‌‌together‌‌in‌‌both.‌‌In‌‌the‌‌first‌‌part,‌‌you‌‌are‌‌given‌‌five‌‌written‌‌prompts‌‌and‌‌asked‌‌to‌‌

discuss‌‌a‌‌question.‌‌For‌‌example,‌‌you‌‌might‌‌be‌‌asked‌‌to‌‌discuss‌‌ways‌‌to‌‌improve‌‌the‌‌

environment‌‌in‌‌your‌‌city.‌ ‌ After‌‌2‌‌minutes,‌‌the‌‌interlocutor‌‌will‌‌give‌‌you‌‌one‌‌more‌‌minute‌‌to‌‌make‌‌a‌‌decision‌‌together‌‌

which‌‌is‌‌related‌‌to‌‌what‌‌you‌‌have‌‌been‌‌discussing.‌ ‌

4‌ ‌

Part‌‌4‌ ‌ In‌‌Part‌‌4,‌‌you‌‌and‌‌your‌‌partner‌‌will‌‌answer‌‌follow-up‌‌questions‌‌related‌‌to‌‌the‌‌topic‌‌of‌‌Part‌‌3.‌‌

These‌‌phrasal‌‌verbs‌‌are‌‌useful‌‌when‌‌conversing.‌ ‌ Bring‌‌(something)‌‌up‌ ‌ Definition:‌‌‌to‌‌start‌‌a‌‌conversation‌‌about‌‌something.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌This‌‌is‌‌a‌‌great‌‌phrasal‌‌verb‌‌to‌‌use‌‌when‌‌responding‌‌to‌‌a ‌‌ comment‌‌that‌‌your‌‌partner‌‌made‌‌(or‌‌a‌‌question‌‌that‌‌the‌‌interlocutor‌‌brought‌‌up).‌‌It‌‌shows‌ interaction‌‌with‌‌what‌‌another‌‌person‌‌has‌‌said,‌‌which‌‌is‌‌something‌‌they‌‌look‌‌for‌‌in‌‌this‌‌section‌‌of‌‌

the‌‌exam.‌ ‌ Example:‌‌‌You‌b ‌ rought‌‌up‌_ ‌ _____;‌‌I‌‌agree‌‌that‌‌.‌‌.‌‌. ‌ ‌ Come‌‌up‌‌with‌ ‌ Definition:‌‌‌to‌‌suggest‌‌or‌‌think‌‌of‌‌an‌‌idea‌‌or‌‌plan.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌“Come‌‌up‌‌with”‌‌allows‌‌you‌‌to‌‌present‌‌an‌‌idea‌‌or‌‌respond‌‌to‌‌

a‌‌question‌‌or‌‌statement.‌ ‌ Example:‌‌What‌‌other‌‌ideas‌‌can‌‌we‌c ‌ ome‌‌up‌‌with‌? ‌ ‌ Cut‌‌(someone)‌‌off‌ ‌ Definition:‌‌‌to‌‌interrupt‌‌someone.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌If‌‌you‌‌accidentally‌c ‌ ut‌y‌ our‌‌partner‌o ‌ ff‌w ‌ hen‌‌he‌‌or‌‌she‌‌is‌‌

speaking,‌‌this‌‌is‌‌an‌‌excellent‌‌phrasal‌‌verb‌‌to‌‌use.‌ ‌ Example:‌‌‌Sorry,‌‌I‌‌didn’t‌‌mean‌‌to‌c ‌ ut‌‌you‌‌off‌:‌‌what‌‌were‌‌you‌‌saying?‌ ‌ Follow‌‌up‌ ‌ Definition:‌‌‌a‌‌further‌‌action‌‌connected‌‌to‌‌something‌‌that‌‌happened‌‌before.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌Following‌‌up‌‌on‌‌something‌‌your‌‌partner‌‌said‌‌is‌‌a‌‌great‌‌way‌‌

to‌‌return‌‌to‌‌something‌‌you‌‌discussed‌‌previously‌‌(and‌‌add‌‌further‌‌commentary).‌ ‌ Example:‌‌‌Just‌‌to‌f‌ ollow‌‌up‌‌‌on‌‌what‌‌you‌‌said‌‌earlier,‌‌I‌‌think‌‌.‌‌.‌‌. ‌ ‌ Get‌‌back‌‌to‌ ‌ Definition:‌‌‌to‌‌return‌‌to‌‌something.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌“Get‌‌back‌‌to”‌‌is‌‌useful‌‌when‌‌trying‌‌to‌‌return‌‌to‌‌a ‌‌ conversation‌‌you‌‌had‌‌previously:‌‌it’s‌‌very‌‌helpful‌‌when‌‌the‌‌conversation‌‌seems‌‌to‌‌have‌‌gotten‌‌

off‌‌track‌‌and‌‌you’d‌‌like‌‌to‌‌refocus.‌ ‌ Example:‌‌G ‌ etting‌‌back‌‌to‌‌‌what‌‌we‌‌were‌‌saying‌‌earlier‌‌about‌‌.‌‌.‌‌. ‌ ‌

5‌ ‌

Go‌‌ahead‌ ‌ Definition:‌t‌o‌‌start‌‌to‌‌do‌‌something.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌‌You‌‌know‌‌that‌‌awkward‌‌moment‌‌when‌‌you‌‌and‌‌your‌‌

partner‌‌both‌‌hesitate‌‌and‌‌each‌‌wants‌‌to‌‌speak?‌‌Use‌‌go‌‌ahead‌‌to‌‌give‌‌your‌‌partner‌‌the‌‌green‌‌

light!‌ ‌ Example:‌‌‌You‌‌can‌g ‌ o‌‌ahead‌‌‌and‌‌start‌‌if‌‌you’d‌‌like‌‌.‌‌.‌‌. ‌ ‌ Warm‌‌up‌‌to‌ ‌ Definition:‌‌‌to‌‌begin‌‌liking‌‌something.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌‌When‌‌you’re‌‌not‌‌certain‌‌about‌‌an‌‌idea,‌‌but‌‌then‌‌decide‌‌this‌‌is‌‌

a‌‌good‌‌idea,‌‌you‌‌can‌‌use‌‌this‌‌phrasal‌‌verb.‌ ‌ Example:‌‌‌I’m‌w ‌ arming‌‌up‌‌to‌t‌he‌‌idea‌‌that‌‌.‌‌.‌‌. ‌ ‌ Work‌‌something‌‌out‌ ‌ Definition:‌‌‌to‌‌agree‌‌to‌‌something‌‌after‌‌a‌‌discussion.‌ ‌ Why‌‌this‌‌is‌‌a‌‌useful‌‌phrasal‌‌verb:‌Y ‌ ou‌‌and‌‌your‌‌partner‌‌must‌‌agree‌‌to‌‌something‌‌in‌‌Part‌‌3:‌‌

use‌‌this‌‌phrasal‌‌verb‌‌to‌‌announce‌‌to‌‌the‌‌interlocutor‌‌that‌‌you’ve‌‌come‌‌to‌‌an‌‌agreement.‌ ‌ Example:‌I‌‌‌think‌‌we’ve‌w ‌ orked‌‌it‌‌out.‌‌‌We‌‌have‌‌agreed‌‌that‌‌.‌‌.‌‌. ‌ ‌ ‌

6‌ ‌

‌ 7‌ ‌

‌ 8‌ ‌

Part‌‌1‌‌of‌‌the‌‌FCE‌‌Speaking‌‌Exam‌ ‌ Part‌1 ‌ ‌o ‌ f‌t‌he‌F ‌ CE‌e ‌ xam‌l‌asts‌a ‌ bout‌t‌wo‌m ‌ inutes‌a ‌ nd‌i‌t‌i‌s‌a ‌ ‌c‌ onversation‌b ‌ etween‌t‌he‌e ‌ xaminer‌a ‌ nd‌‌

each‌c‌ andidate‌i‌ndividually.‌E ‌ ach‌c‌ andidate‌w ‌ ill‌b ‌ e‌a ‌ sked‌q ‌ uestions‌a ‌ bout‌t‌hemselves,‌t‌heir‌f‌amily,‌‌

sports‌a ‌ nd‌o ‌ ther‌l‌eisure‌a ‌ ctivities,‌l‌ikes‌a ‌ nd‌d ‌ islikes,‌e ‌ ducation,‌a ‌ nd‌w ‌ here‌t‌hey‌l‌ive.‌Q ‌ uestions‌m ‌ ay‌‌

also‌b ‌ e‌a ‌ bout‌t‌heir‌p ‌ ast‌e ‌ xperiences‌a ‌ nd‌f‌uture‌p ‌ lans.‌ ‌ ‌ ‌

Part‌‌1‌‌–‌‌Questions‌‌and‌‌useful‌‌expressions‌ ‌ Introductory‌‌questions‌ ‌ Where‌a ‌ re‌y‌ ou‌f‌rom?‌ ‌ I‌w ‌ as‌b ‌ orn‌i‌n‌.‌..‌ ‌ I‌g ‌ rew‌u ‌ p‌i‌n/near‌… ‌ ‌ ‌ I‌w ‌ as‌b ‌ rought‌u ‌ p‌i‌n‌(‌ place)‌b ‌ y‌(‌ people)‌a ‌ ‌s‌ mall/‌q ‌ uite‌a ‌ ‌l‌arge/‌a ‌ n‌e ‌ xtended‌f‌amily.‌ ‌ ‌ ‌ How‌l‌ong‌h ‌ ave‌y‌ ou‌b ‌ een‌s‌ tudying‌E ‌ nglish?‌ ‌ I’ve‌b ‌ een‌w ‌ orking/studying‌a ‌ t‌.‌.‌.‌‌s‌ ince‌(‌ point‌i‌n‌t‌ime)‌f‌or‌(‌ length‌o ‌ f‌t‌ime)‌ ‌ Actually,(+‌u ‌ nexpected/surprising‌i‌nformation)‌I‌’ve‌o ‌ nly‌b ‌ een‌l‌earning‌E ‌ nglish‌f‌or‌t‌wo‌y‌ ears.‌ ‌ ‌ ‌ What‌d ‌ o‌y‌ ou‌m ‌ ost‌e ‌ njoy‌a ‌ bout‌l‌earning‌E ‌ nglish?‌ ‌ What‌I‌‌r‌ eally‌l‌ove‌a ‌ bout‌(‌ -ing)‌i‌s‌… ‌ ‌ ‌ ‌ ‌

Leisure‌‌time‌ ‌ What‌a ‌ re‌y‌ our‌m ‌ ain‌i‌nterests‌a ‌ nd‌l‌eisure‌t‌ime‌a ‌ ctivities?‌ ‌ I’m‌k‌ een‌o ‌ n‌.‌..‌ ‌ I‌… ‌ ‌w ‌ henever‌I‌‌c‌ an‌I‌‌g ‌ et‌t‌he‌c‌ hance.‌ ‌ ‌ ‌ How‌i‌mportant‌a ‌ re‌s‌ port‌a ‌ nd‌e ‌ xercise‌i‌n‌y‌ our‌l‌ife?‌ ‌ It’s‌q ‌ uite/‌n ‌ ot‌t‌erribly‌i‌mportant‌(‌ to‌m ‌ e)‌ ‌ ‌ ‌ What‌t‌ypes‌o ‌ f‌T ‌ V‌p ‌ rogrammes‌d ‌ o‌y‌ ou‌t‌hink‌a ‌ re‌w ‌ orth‌w ‌ atching?‌ ‌ I’m‌r‌ eally‌k‌ een‌o ‌ n…,‌ ‌ ‌

9‌ ‌

I‌‌l‌ove...‌ ‌ I‌n ‌ ever‌m ‌ iss‌.‌..‌ ‌ ‌ ‌ What‌k‌ inds‌o ‌ f‌m ‌ usic‌d ‌ o‌y‌ ou‌e ‌ njoy‌l‌istening‌t‌o?‌ ‌ I‌c‌ an’t‌s‌ tand‌.‌..‌ ‌ ‌ ‌

Learning‌ ‌ What‌i‌s‌y‌ our‌h ‌ appiest‌m ‌ emory‌o ‌ f‌s‌ chool?‌ ‌ I‌c‌ an‌r‌ emember‌(‌ event)‌v‌ ery‌w ‌ ell/clearly.‌ ‌ ‌ ‌ What‌w ‌ ere‌t‌he‌m ‌ ost‌u ‌ seful‌t‌hings‌y‌ ou‌l‌earned‌a ‌ t‌s‌ chool?‌ ‌ Probably‌.‌.‌.‌‌I‌‌s‌ uppose‌t‌hings‌l‌ike‌.‌..‌ ‌ ‌ ‌ What‌d ‌ o‌y‌ ou‌e ‌ njoy‌l‌earning?‌ ‌ I‌r‌ eally‌l‌ike‌(‌ ‌.‌.‌-‌ ing).‌ ‌ ‌ ‌ If‌y‌ ou‌h ‌ ad‌t‌he‌o ‌ pportunity‌t‌o‌l‌earn‌s‌ omething‌n ‌ ew,‌w ‌ hat‌w ‌ ould‌y‌ ou‌c‌ hoose?‌ ‌ That’s‌a ‌ n‌e ‌ asy‌/‌‌a ‌ ‌d ‌ ifficult‌q ‌ uestion‌t‌o‌a ‌ nswer.‌ ‌ Let‌m ‌ e‌t‌hink‌… ‌ ‌ ‌ ‌ ‌

Future‌‌plans‌ ‌ What‌d ‌ o‌y‌ ou‌h ‌ ope‌t‌o‌b ‌ e‌d ‌ oing‌t‌his‌t‌ime‌n ‌ ext‌y‌ ear?‌ ‌ I‌h ‌ ope‌t‌o‌b ‌ e‌(‌ -ing)‌a ‌ t‌(‌ place).‌ ‌ I‌e ‌ xpect‌I‌’ll‌b ‌ e‌(‌ -ing).‌ ‌ I’d‌c‌ ertainly‌c‌ onsider‌(‌ -ing)‌ ‌ ‌ ‌ How‌m ‌ ight‌y‌ ou‌u ‌ se‌y‌ our‌E ‌ nglish‌i‌n‌t‌he‌f‌uture?‌ ‌ I’d‌h ‌ ave‌t‌o‌t‌hink‌c‌ arefully‌a ‌ bout‌… ‌ ‌ ‌

10‌ ‌

Would‌y‌ ou‌c‌ onsider‌l‌iving‌a ‌ broad‌p ‌ ermanently?‌ ‌ It’s‌n ‌ ot‌s‌ omething‌I‌’d‌r‌ ush‌i‌nto.‌ ‌ ‌ ‌ Are‌y‌ ou‌s‌ omeone‌w ‌ ho‌l‌ikes‌t‌o‌p ‌ lan‌f‌or‌t‌he‌f‌uture,‌o ‌ r‌d ‌ o‌y‌ ou‌p ‌ refer‌t‌o‌l‌et‌t‌hings‌h ‌ appen?‌ ‌ I’m‌s‌ omeone‌w ‌ ho‌… ‌ .‌ ‌ I’m‌(‌ not)‌t‌he‌k‌ ind‌o ‌ f‌p ‌ erson‌w ‌ ho….‌ ‌ ‌ ‌

Travel‌‌and‌‌holidays‌ ‌ What‌k‌ inds‌o ‌ f‌h ‌ olidays‌a ‌ ppeal‌t‌o‌y‌ ou‌m ‌ ost?‌W ‌ hy?‌ ‌ I‌(‌ tend‌t‌o)‌p ‌ refer‌… ‌ ‌(‌ mainly)‌b ‌ ecause‌… ‌ .‌ ‌ My‌m ‌ ain‌r‌ eason‌i‌s‌t‌hat‌.‌..‌ ‌ ‌ ‌ Which‌c‌ ountries‌w ‌ ould‌y‌ ou‌m ‌ ost‌l‌ike‌t‌o‌v‌ isit?‌W ‌ hy?‌ ‌ I‘ve‌a ‌ lways‌w ‌ anted‌t‌o‌… ‌ ‌I‌‌d ‌ on’t‌k‌ now‌I‌‌c‌ an’t‌e ‌ xplain‌w ‌ hy.‌ ‌ ‌ ‌ Which‌p ‌ art(s)‌o ‌ f‌y‌ our‌c‌ ountry‌w ‌ ould‌y‌ ou‌r‌ ecommend‌t‌o‌t‌ourists?‌W ‌ hy?‌ ‌ I’d‌r‌ ecommend/suggest‌… ‌ ‌F ‌ irstly,‌b ‌ ecause‌… ‌ ‌a ‌ nd‌s‌ econdly,‌b ‌ ecause‌… ‌ ‌ ‌ ‌ ‌ Would‌y‌ ou‌l‌ike‌t‌o‌w ‌ ork‌i‌n‌t‌he‌t‌ravel‌i‌ndustry?‌W ‌ hy‌(‌ not)?‌ ‌ I’ve‌n ‌ ever‌t‌hought‌a ‌ bout‌i‌t.‌ ‌ I’m‌n ‌ ot‌s‌ ure.‌I‌’d‌h ‌ ave‌t‌o‌t‌hink‌a ‌ bout‌t‌hat.‌ ‌ ‌ ‌

Daily‌‌life‌ ‌ Which‌p ‌ art‌o ‌ f‌t‌he‌d ‌ ay‌d ‌ o‌y‌ ou‌e ‌ njoy‌m ‌ ost?‌W ‌ hy?‌ ‌ I’m‌n ‌ ot‌v‌ ery‌g ‌ ood/‌I‌’m‌b ‌ est‌a ‌ t/in‌(‌ time‌o ‌ f‌d ‌ ay).‌ ‌ I’m‌a ‌ ‌n ‌ ight/‌e ‌ arly‌m ‌ orning‌p ‌ erson.‌ ‌ ‌ ‌ ‌

11‌ ‌

What‌d ‌ o‌y‌ ou‌l‌ike‌t‌o‌d ‌ o‌a ‌ t‌w ‌ eekends?‌ ‌ I‌t‌ry‌t‌o‌c‌ atch‌u ‌ p‌o ‌ n‌(‌ activity);‌I‌‌s‌ pend‌t‌ime‌(‌ -ing).‌ ‌ ‌ ‌ What‌d ‌ o‌y‌ ou‌d ‌ o‌t‌o‌r‌ elax?‌ ‌ Mainly/‌M ‌ ost‌o ‌ f‌t‌he‌t‌ime‌I‌‌… ‌ ‌ ‌ ‌ ‌ Do‌y‌ ou‌p ‌ refer‌t‌o‌f‌ollow‌a ‌ ‌r‌ outine‌o ‌ r‌d ‌ o‌y‌ ou‌l‌ike‌t‌o‌d ‌ o‌s‌ omething‌d ‌ ifferent‌e ‌ very‌d ‌ ay?‌ ‌ My‌p ‌ roblem‌i‌s‌t‌hat‌I‌‌… ‌ ‌ ‌ I’d‌a ‌ lways‌r‌ ather‌(‌ verb)‌t‌han‌(‌ verb).‌ ‌

‌ Part‌‌2‌‌of‌‌the‌‌FCE‌‌Speaking‌‌Exam-‌‌Long‌‌turn‌ ‌ Part‌2 ‌ ‌o ‌ f‌t‌he‌F ‌ CE‌e ‌ xam‌l‌asts‌f‌our‌m ‌ inutes‌a ‌ ltogether.‌C ‌ andidates‌s‌ hould‌s‌ peak‌f‌or‌1 ‌ ‌m ‌ inute‌w ‌ ithout‌‌

interruption.‌E ‌ ach‌c‌ andidate‌i‌s‌a ‌ sked‌t‌o‌c‌ ontrast‌a ‌ nd‌c‌ ompare‌t‌wo‌c‌ olour‌p ‌ hotographs‌a ‌ nd‌t‌o‌m ‌ ake‌‌

a‌f‌urther‌c‌ omment‌a ‌ bout‌t‌hem‌i‌n‌r‌ esponse‌t‌o‌a ‌ ‌t‌ask‌t‌hat‌i‌s‌r‌ ead‌o ‌ ut‌b ‌ y‌t‌he‌e ‌ xaminer.‌C ‌ andidates‌a ‌ re‌‌

given‌a ‌ ‌d ‌ irect‌q ‌ uestion;‌t‌his‌i‌s‌w ‌ ritten‌a ‌ bove‌t‌he‌p ‌ hotographs.‌C ‌ andidates‌a ‌ re‌e ‌ xpected‌t‌o‌p ‌ oint‌o ‌ ut‌‌

similarities‌a ‌ nd‌d ‌ ifferences‌b ‌ etween‌t‌he‌p ‌ hotographs‌a ‌ nd‌t‌hen‌m ‌ ove‌o ‌ n‌t‌o‌d ‌ eal‌w ‌ ith‌t‌he‌q ‌ uestion,‌‌

answering‌i‌t‌w ‌ ith‌r‌ eference‌t‌o‌b ‌ oth‌p ‌ hotographs.‌ ‌ After‌y‌ our‌p ‌ artner‌h ‌ as‌s‌ poken‌f‌or‌a ‌ ‌m ‌ inute,‌t‌he‌e ‌ xaminer‌w ‌ ill‌a ‌ sk‌y‌ ou‌t‌o‌g ‌ ive‌a ‌ ‌b ‌ rief‌r‌ esponse‌t‌o‌a ‌ ‌‌ question‌a ‌ bout‌y‌ our‌p ‌ artner’s‌p ‌ ictures.‌ ‌ ‌ ‌

Part‌‌2-‌‌Useful‌‌expressions‌ ‌ Comparing‌ ‌ Here/‌I‌n‌t‌his‌p ‌ hoto,‌I‌‌c‌ an‌s‌ ee‌s‌ omeone‌ There‌i‌s/are‌.‌.‌.‌,‌w ‌ hereas‌i‌n‌t‌his‌p ‌ hoto‌.‌..‌ ‌ On‌t‌he‌o ‌ ther‌h ‌ and,‌t‌his‌p ‌ hoto‌s‌ hows‌.‌..‌ ‌ ‌

Giving‌‌reasons/explanations‌ ‌ The‌(‌ main)‌r‌ eason‌f‌or‌t‌his‌i‌s‌t‌hat‌… ‌ ‌ ‌ I‌t‌hink/‌I‌’d‌s‌ ay‌t‌his‌i‌s‌b ‌ ecause‌… ‌ ‌ ‌ This‌c‌ an‌b ‌ e‌e ‌ xplained‌q ‌ uite‌e ‌ asily‌… ‌ ‌ ‌

12‌ ‌

‌ ‌

Speculating‌ ‌ This‌p ‌ erson‌l‌ooks‌a ‌ s‌i‌f‌s‌ he’s/he’s‌… ‌ ‌ ‌ He‌s‌ eems‌t‌o‌b ‌ e‌… ‌ ‌ ‌ Perhaps/Maybe‌t‌hey’re‌… ‌ ‌ ‌ They’re‌p ‌ robably‌… ‌ ‌ ‌ He‌c‌ ould‌b ‌ e‌I‌‌m ‌ ight‌b ‌ e‌… ‌ ‌ ‌ ‌

Part‌‌3‌‌of‌‌the‌‌FCE‌‌Speaking‌‌Exam-‌‌Collaborative‌‌task‌ ‌ Part‌3 ‌ ‌l‌asts‌f‌our‌m ‌ inutes‌a ‌ ltogether‌a ‌ nd‌i‌nvolves‌a ‌ ‌d ‌ iscussion‌b ‌ etween‌y‌ our‌p ‌ artner‌a ‌ nd‌y‌ ou.‌I‌n‌t‌his‌‌

part‌o ‌ f‌t‌he‌F ‌ CE‌e ‌ xam,‌y‌ our‌f‌luency‌a ‌ nd‌t‌he‌a ‌ bility‌t‌o‌p ‌ articipate‌i‌n‌a ‌ nd‌m ‌ aintain‌a ‌ ‌c‌ onversation‌a ‌ re‌‌

tested.‌Y ‌ ou‌a ‌ lso‌n ‌ eed‌t‌o‌d ‌ emonstrate‌y‌ our‌a ‌ bility‌t‌o‌e ‌ ngage‌i‌n‌a ‌ ‌d ‌ iscussion‌a ‌ nd‌t‌o‌w ‌ ork‌t‌owards‌a ‌ ‌‌ negotiated‌o ‌ utcome‌o ‌ f‌t‌he‌t‌ask.‌ ‌ The‌e ‌ xaminer‌g ‌ ives‌y‌ ou‌a ‌ ‌s‌ et‌o ‌ f‌w ‌ ritten‌p ‌ rompts‌i‌n‌t‌he‌f‌orm‌o ‌ f‌a ‌ ‌q ‌ uestion‌a ‌ nd‌f‌ive‌r‌ elated‌o ‌ ptions‌‌

designed‌t‌o‌h ‌ elp‌y‌ ou‌p ‌ rovide‌i‌deas‌f‌or‌t‌he‌d ‌ iscussion.‌Y ‌ our‌p ‌ artner‌a ‌ nd‌y‌ ou‌d ‌ iscuss‌t‌hese‌t‌ogether‌‌

for‌a ‌ bout‌t‌wo‌m ‌ inutes.‌‌ ‌ During‌t‌his‌p ‌ art,‌y‌ ou‌a ‌ re‌e ‌ xpected‌t‌o‌e ‌ xpress‌a ‌ nd‌j‌ustify‌y‌ our‌o ‌ pinions‌a ‌ nd‌s‌ peculate‌i‌n‌o ‌ rder‌t‌o‌‌

have‌a ‌ ‌c‌ onversation‌t‌hat‌a ‌ nswers‌t‌he‌d ‌ iscussion‌q ‌ uestion.‌Y ‌ ou‌c‌ an‌c‌ hoose‌w ‌ hich‌p ‌ rompts‌t‌o‌‌

discuss‌a ‌ nd‌a ‌ re‌n ‌ ot‌e ‌ xpected‌t‌o‌d ‌ iscuss‌a ‌ ll‌f‌ive‌p ‌ rompts‌i‌n‌t‌he‌t‌ime‌a ‌ vailable.‌Y ‌ ou‌s‌ hould,‌h ‌ owever,‌‌

continue‌t‌he‌d ‌ iscussion‌u ‌ ntil‌a ‌ n‌e ‌ xaminer‌a ‌ sks‌y‌ ou‌t‌o‌s‌ top.‌‌ ‌ The‌e ‌ xaminer‌w ‌ ill‌t‌hen‌a ‌ sk‌y‌ ou‌a ‌ ‌s‌ econd‌q ‌ uestion‌d ‌ esigned‌t‌o‌e ‌ ncourage‌b ‌ oth‌o ‌ f‌y‌ ou‌t‌o‌s‌ ummarise‌‌

your‌d ‌ iscussion‌a ‌ nd‌t‌o‌w ‌ ork‌t‌owards‌a ‌ ‌n ‌ egotiated‌d ‌ ecision.‌‌ ‌ You‌a ‌ re‌n ‌ ot‌p ‌ enalized‌i‌f‌y‌ ou‌f‌ail‌t‌o‌r‌ each‌a ‌ ‌n ‌ egotiated‌d ‌ ecision.‌Y ‌ ou‌a ‌ re‌a ‌ ssessed‌o ‌ n‌t‌he‌a ‌ bility‌t‌o‌‌

hold‌a ‌ ‌c‌ onversation,‌t‌o‌t‌urn-take‌a ‌ ppropriately,‌a ‌ nd‌t‌o‌u ‌ se‌t‌he‌l‌anguage‌o ‌ f‌n ‌ egotiation‌a ‌ nd‌‌

collaboration‌w ‌ hile‌d ‌ oing‌t‌his.‌‌ ‌ This‌p ‌ art‌o ‌ f‌t‌he‌F ‌ CE‌S ‌ peaking‌e ‌ xam‌i‌s‌o ‌ pinion‌b ‌ ased‌a ‌ nd‌t‌here‌i‌s‌n ‌ o‌r‌ ight‌o ‌ r‌w ‌ rong‌a ‌ nswer.‌ ‌ Remember‌t‌o‌m ‌ ake‌p ‌ ositive‌c‌ ontributions‌t‌o‌m ‌ ove‌t‌he‌d ‌ iscussion‌w ‌ ith‌y‌ our‌f‌ellow‌e ‌ xam-taker‌‌

forward.‌Y ‌ ou‌s‌ hould‌r‌ espond‌t‌o‌e ‌ ach‌o ‌ ther’s‌c‌ ontributions‌b ‌ y‌a ‌ greeing,‌d ‌ isagreeing,‌a ‌ nd‌q ‌ uestioning‌‌

each‌o ‌ ther,‌r‌ ather‌t‌han‌j‌ust‌g ‌ iving‌i‌nformation‌a ‌ bout‌t‌he‌t‌ask.‌‌ ‌ Make‌s‌ ure‌t‌hat‌e ‌ ach‌o ‌ f‌y‌ ou‌g ‌ ets‌a ‌ n‌e ‌ qual‌o ‌ pportunity‌t‌o‌s‌ peak,‌y‌ our‌e ‌ xaminer‌w ‌ ill‌b ‌ e‌h ‌ ighly‌a ‌ lerted‌‌

to‌t‌he‌i‌mportance‌o ‌ f‌t‌urn-taking‌b ‌ y‌e ‌ ach‌c‌ andidate.‌ ‌

‌ ‌

13‌ ‌

How‌‌to‌‌do‌‌FCE‌‌Speaking‌‌Part‌‌3 ‌‌ ‌ 1‌Y ‌ ou‌a ‌ re‌g ‌ iven‌1 ‌ 5‌s‌ econds‌t‌o‌r‌ ead‌a ‌ nd‌t‌hink‌a ‌ bout‌t‌he‌t‌ask‌b ‌ efore‌y‌ ou‌s‌ tart.‌U ‌ se‌t‌his‌t‌ime‌t‌o‌r‌ ead‌‌

the‌q ‌ uestion‌a ‌ nd‌t‌he‌f‌ive‌o ‌ ptions‌c‌ arefully.‌ ‌ 2‌R ‌ emember:‌t‌he‌m ‌ ost‌i‌mportant‌t‌hing‌i‌s‌t‌o‌h ‌ ave‌a ‌ n‌i‌n-depth‌d ‌ iscussion‌a ‌ nd‌t‌o‌c‌ over‌a ‌ ll‌t‌he‌o ‌ ptions.‌ ‌ 3‌K ‌ eep‌y‌ our‌f‌ocus‌o ‌ n‌t‌he‌q ‌ uestion‌d ‌ uring‌y‌ our‌c‌ onversation‌– ‌ ‌t‌ry‌n ‌ ot‌t‌o‌s‌ tray‌a ‌ way‌f‌rom‌t‌he‌t‌opic.‌ ‌ 4‌I‌f‌y‌ ou‌s‌ tart‌t‌he‌c‌ onversation,‌m ‌ ake‌s‌ ure‌y‌ ou‌d ‌ on’t‌s‌ peak‌f‌or‌t‌oo‌l‌ong.‌G ‌ ive‌a ‌ ‌b ‌ rief‌o ‌ pinion,‌t‌hen‌a ‌ sk‌‌

your‌p ‌ artner‌f‌or‌t‌heir‌t‌houghts‌o ‌ n‌t‌he‌s‌ ubject.‌ ‌ 5‌W ‌ hen‌y‌ our‌p ‌ artner‌i‌s‌s‌ peaking,‌l‌isten‌c‌ arefully.‌R ‌ eact‌a ‌ nd‌r‌ espond‌a ‌ ppropriately.‌T ‌ his‌c‌ an‌i‌nclude‌‌

nodding‌a ‌ nd‌s‌ miling,‌a ‌ s‌w ‌ ell‌a ‌ s‌s‌ peaking.‌ ‌ 6‌T ‌ ry‌t‌o‌m ‌ ake‌w ‌ hat‌y‌ ou‌s‌ ay‌s‌ ound‌l‌ike‌a ‌ ‌n ‌ ormal‌c‌ onversation.‌ ‌ 7‌W ‌ hen‌y‌ ou‌a ‌ re‌a ‌ sked‌t‌o‌d ‌ ecide‌b ‌ etween‌t‌he‌o ‌ ptions,‌t‌ry‌n ‌ ot‌t‌o‌r‌ each‌a ‌ n‌a ‌ greement‌t‌oo‌q ‌ uickly.‌I‌f‌‌

you‌d ‌ o,‌y‌ ou’ll‌s‌ till‌h ‌ ave‌t‌o‌k‌ eep‌t‌he‌d ‌ iscussion‌g ‌ oing‌u ‌ ntil‌t‌he‌e ‌ xaminer‌t‌ells‌y‌ ou‌t‌o‌s‌ top‌b ‌ y‌s‌ aying‌‌

‘Thank‌y‌ ou’.‌ ‌ ‌

Part‌‌3‌‌–‌‌Questions‌‌and‌‌useful‌‌expressions‌ ‌ ‌ Bringing‌y ‌ our‌p ‌ artner‌i‌nto‌t‌ he‌c ‌ onversation‌ ‌ What‌d ‌ o‌y‌ ou‌t‌hink?‌D ‌ o‌y‌ ou‌h ‌ ave‌a ‌ ny‌t‌houghts‌o ‌ n‌t‌his?‌ ‌ Do‌y‌ ou‌a ‌ gree‌(‌ with‌m ‌ e)?‌I‌’d‌s‌ ay‌… ‌ ‌W ‌ hat‌a ‌ bout‌y‌ ou?‌ ‌ ‌ ‌ Managing‌t‌ he‌d ‌ iscussion‌ ‌ Shall‌w ‌ e‌s‌ tart‌w ‌ ith‌t‌his‌o ‌ ne?‌ ‌ What‌d ‌ o‌y‌ ou‌t‌hink?‌ ‌ Shall‌w ‌ e‌m ‌ ove‌o ‌ n‌t‌o‌… ‌ ‌ ‌ ‌ ‌ Keeping‌t‌ he‌d ‌ iscussion‌m ‌ oving‌ ‌ Let’s‌m ‌ ove‌o ‌ n‌t‌o‌.‌‌.‌‌.‌‌S ‌ hall‌w ‌ e‌g ‌ o‌o ‌ n‌t‌o‌t‌he‌n ‌ ext‌o ‌ ne?‌ ‌ So,‌h ‌ ow‌a ‌ bout‌… ‌ ?‌ ‌ ‌ ‌ Agreeing‌a ‌ nd‌d ‌ isagreeing‌ ‌ I‌(‌ completely)‌a ‌ gree.‌Y ‌ es,‌a ‌ nd‌(‌ another‌t‌hing)‌.‌..‌ ‌

14‌ ‌

I‌(‌ totally)‌d ‌ isagree.‌I‌‌c‌ an’t‌a ‌ gree‌(‌ with‌y‌ ou‌t‌here).‌ ‌ You’ve‌g ‌ ot‌a ‌ ‌p ‌ oint‌(‌ there),‌b ‌ ut‌(‌ the‌w ‌ ay‌I‌‌s‌ ee‌i‌t)‌… ‌ ‌ ‌ ‌ ‌ Reaching‌a ‌ ‌d ‌ ecision‌ ‌ So,‌i‌s‌t‌hat‌a ‌ greed?‌D ‌ o‌w ‌ e‌a ‌ gree‌o ‌ n‌t‌hat?‌ ‌

‌ Part‌‌4‌‌of‌‌the‌‌FCE‌‌Speaking‌‌Exam-‌ ‌Discussion‌ ‌ Part‌4 ‌ ‌l‌asts‌f‌ive‌m ‌ inutes‌a ‌ nd‌i‌t‌i‌s‌a ‌ ‌d ‌ iscussion‌b ‌ etween‌y‌ ou,‌y‌ our‌p ‌ artner,‌a ‌ nd‌t‌he‌e ‌ xaminer.‌T ‌ he‌‌

examiner‌w ‌ ill‌a ‌ sk‌y‌ our‌p ‌ artner‌a ‌ nd‌y‌ ou,‌q ‌ uestions‌t‌o‌e ‌ ncourage‌y‌ ou‌t‌o‌d ‌ iscuss‌f‌urther‌a ‌ nd‌b ‌ roaden‌‌

the‌t‌opics‌i‌ntroduced‌i‌n‌P ‌ art‌3 ‌ .‌Y ‌ ou‌a ‌ re‌e ‌ xpected‌t‌o‌e ‌ xpress‌a ‌ nd‌j‌ustify‌o ‌ pinions‌a ‌ nd‌t‌o‌a ‌ gree‌o ‌ r‌‌

disagree.‌ ‌ Your‌e ‌ xaminer‌w ‌ ill‌b ‌ e‌c‌ hecking‌y‌ our‌a ‌ bility‌t‌o‌e ‌ ngage‌i‌n‌a ‌ ‌d ‌ iscussion‌b ‌ ased‌o ‌ n‌t‌he‌t‌opic‌o ‌ f‌t‌he‌‌

collaborative‌t‌ask‌i‌n‌P ‌ art‌3 ‌ .‌ ‌ In‌P ‌ art‌4 ‌ ,‌t‌he‌e ‌ xaminer‌d ‌ irects‌t‌he‌i‌nteraction‌b ‌ y‌a ‌ sking‌q ‌ uestions.‌T ‌ his‌p ‌ art‌o ‌ f‌t‌he‌t‌est‌g ‌ ives‌y‌ ou‌a ‌ n‌‌

opportunity‌t‌o‌s‌ how‌t‌hat‌y‌ ou‌a ‌ re‌c‌ apable‌o ‌ f‌d ‌ iscussing‌i‌ssues‌i‌n‌m ‌ ore‌d ‌ epth‌t‌han‌i‌n‌t‌he‌e ‌ arlier‌p ‌ arts‌‌

of‌t‌he‌t‌est.‌ ‌

‌ How‌‌to‌‌do‌‌FCE‌‌Speaking‌‌Part‌‌4 ‌ ‌ 1.‌L ‌ isten‌c‌ arefully‌t‌o‌t‌he‌q ‌ uestion.‌T ‌ he‌q ‌ uestion‌i‌tself‌m ‌ ay‌b ‌ e‌p ‌ receded‌b ‌ y‌a ‌ ‌s‌ tatement,‌w ‌ hich‌y‌ ou‌‌

are‌t‌hen‌a ‌ sked‌t‌o‌a ‌ gree‌o ‌ r‌d ‌ isagree‌w ‌ ith‌o ‌ r‌t‌o‌e ‌ xpress‌a ‌ n‌o ‌ pinion‌a ‌ bout.‌I‌f‌y‌ ou‌d ‌ on’t‌u ‌ nderstand‌t‌he‌‌

statement‌o ‌ r‌t‌he‌q ‌ uestion,‌y‌ ou‌c‌ an‌a ‌ sk‌t‌he‌e ‌ xaminer‌t‌o‌r‌ epeat‌i‌t.‌ ‌ 2.‌A ‌ nswer‌t‌he‌q ‌ uestion‌w ‌ ith‌o ‌ pinions‌a ‌ nd‌r‌ easons.‌F ‌ ollow‌t‌he‌s‌ ame‌g ‌ uidelines‌a ‌ s‌f‌or‌P ‌ art‌3 ‌ ‌w ‌ ith‌‌

regard‌t‌o‌i‌ncluding‌y‌ our‌p ‌ artner‌i‌n‌t‌he‌d ‌ iscussion‌a ‌ nd‌k‌ eeping‌t‌he‌c‌ onversation‌m ‌ oving.‌ ‌ 3.‌G ‌ ive‌f‌ull‌a ‌ nswers‌t‌o‌t‌he‌q ‌ uestions‌a ‌ sked.‌Y ‌ ou‌c‌ an‌d ‌ o‌t‌his‌b ‌ y‌k‌ eeping‌u ‌ seful‌q ‌ uestion‌w ‌ ords‌i‌n‌‌

your‌h ‌ eads,‌e ‌ .g.‌‘‌Why?’,‌‘‌How?’,‌‘‌When?’,‌‘‌Where?’.‌ ‌ Remember,‌t‌here‌a ‌ re‌n ‌ o‌r‌ ight‌a ‌ nswers‌t‌o‌t‌he‌q ‌ uestions‌a ‌ nd‌y‌ ou‌w ‌ ill‌n ‌ ot‌b ‌ e‌j‌udged‌o ‌ n‌y‌ our‌o ‌ pinions,‌‌

only‌o ‌ n‌t‌he‌l‌anguage‌y‌ ou‌u ‌ se‌t‌o‌e ‌ xpress‌y‌ our‌o ‌ pinions.‌‌ ‌ It‌i‌s‌q ‌ uite‌a ‌ cceptable‌f‌or‌y‌ ou‌t‌o‌a ‌ dmit‌t‌o‌n ‌ ot‌k‌ nowing‌m ‌ uch‌a ‌ bout‌a ‌ ‌p ‌ articular‌q ‌ uestion,‌b ‌ ut‌y‌ ou‌‌

should‌b ‌ e‌a ‌ ble‌t‌o‌e ‌ xpand‌o ‌ n‌y‌ our‌v‌ iews‌w ‌ herever‌p ‌ ossible.‌‌ ‌ Do‌n ‌ ot‌m ‌ ake‌r‌ esponses‌s‌ uch‌a ‌ s‌‘‌I‌d ‌ on’t‌k‌ now’,‌‘‌I’m‌n ‌ ot‌s‌ ure’‌o ‌ r‌‘‌I‌h ‌ aven’t‌t‌hought‌a ‌ bout‌t‌hat’.‌ ‌ ‌ ‌

‌ ‌ 15‌ ‌

Part‌‌4-‌‌Useful‌‌expressions‌ ‌ ‌ Introducing‌y ‌ our‌o ‌ pinion‌a ‌ nd‌g ‌ iving‌a ‌ ‌r‌ eason‌ ‌ Well,‌i‌n‌m ‌ y‌o ‌ pinion‌… ‌ ‌b ‌ ecause‌… ‌ ‌ ‌ I‌t‌hink/feel‌… ‌ ‌ ‌ I’m‌n ‌ ot‌s‌ ure.‌I‌‌t‌hink‌… ‌ ‌ ‌ From‌m ‌ y‌p ‌ oint‌o ‌ f‌v‌ iew‌… ‌ ‌ ‌ I‌t‌end‌t‌o‌t‌hink‌… ‌ ‌ ‌ I‌w ‌ ould‌a ‌ rgue‌t‌hat‌… ‌ ‌ ‌ Presenting‌o ‌ ther‌p ‌ eople’s‌a ‌ rguments‌ ‌ Some‌p ‌ eople‌s‌ ay‌t‌hat‌… ‌ ‌ ‌ It‌i‌s‌s‌ ometimes/often‌s‌ aid‌t‌hat‌… ‌ ‌ ‌ It‌c‌ an‌b ‌ e‌a ‌ rgued‌t‌hat‌… ‌ ‌ ‌ One‌a ‌ rgument‌o ‌ ften‌m ‌ ade‌i‌s‌t‌hat‌… ‌ ‌ ‌ Presenting‌t‌ he‌o ‌ ther‌p ‌ oint‌o ‌ f‌v ‌ iew‌ ‌ Having‌s‌ aid‌t‌hat,‌I‌‌b ‌ elieve‌… ‌ ‌ ‌ On‌t‌he‌o ‌ ther‌h ‌ and,‌I‌‌w ‌ ould‌a ‌ rgue‌t‌hat‌… ‌ ‌ ‌ However,‌I‌’m‌n ‌ ot‌s‌ ure‌I‌‌a ‌ gree.‌I‌‌t‌end‌t‌o‌t‌hink‌t‌hat‌… ‌ ‌ ‌ Giving‌r‌ easons‌a ‌ nd‌e ‌ xamples‌ ‌ One‌r‌ eason‌w ‌ hy‌.‌..‌ ‌ For‌t‌his‌r‌ eason,‌.‌..‌ ‌ For‌e ‌ xample,‌.‌..‌ ‌ For‌i‌nstance,‌.‌..‌ such‌a ‌ s‌… ‌ ‌ ‌

‌ During‌‌the‌‌Speaking‌‌part‌‌of‌‌the‌‌FCE‌‌exam‌‌you‌‌must:‌ ‌ ‌ 1.Listen‌t‌o‌t‌he‌q ‌ uestions‌c‌ arefully‌a ‌ nd‌g ‌ ive‌c‌ lear,‌d ‌ irect‌a ‌ nswers.‌W ‌ here‌p ‌ ossible,‌i‌nclude‌a ‌ ‌f‌ew‌‌

extra‌d ‌ etails,‌o ‌ r‌a ‌ ‌r‌ eason‌f‌or‌a ‌ n‌a ‌ nswer‌y‌ ou‌g ‌ ive.‌ ‌ 2‌T ‌ ry‌t‌o‌r‌ elax.‌L ‌ ook‌c‌ onfidently‌a ‌ t‌t‌he‌e ‌ xaminer‌a ‌ nd‌s‌ mile‌a ‌ ‌l‌ittle‌w ‌ hen‌y‌ ou‌a ‌ nswer‌t‌he‌q ‌ uestions.‌ ‌

16‌ ‌

3‌T ‌ ake‌t‌he‌o ‌ pportunity‌t‌o‌s‌ how‌h ‌ ow‌f‌luently‌y‌ ou‌c‌ an‌s‌ peak.‌ ‌ 4‌D ‌ on’t‌p ‌ repare‌a ‌ nswers‌b ‌ efore‌y‌ ou‌d ‌ o‌t‌he‌e ‌ xam‌b ‌ ut‌d ‌ o‌m ‌ ake‌s‌ ure‌t‌hat‌y‌ ou‌k‌ now‌t‌he‌v‌ ocabulary‌‌

you‌w ‌ ill‌n ‌ eed‌t‌o‌t‌alk‌a ‌ bout‌t‌he‌t‌opics‌t‌hat‌a ‌ re‌l‌ikely‌t‌o‌c‌ ome‌u ‌ p.‌ ‌

‌

17‌ ‌