You and your partner discuss a task together and work towards a decision. The examiner steps back. This is where Interactive Communication is earned: how you respond, build on and challenge what your partner says.
| Exam | Paper and part | Questions | Marks | Counts towards |
|---|---|---|---|---|
| A2 Key | Speaking, Part 2 | 5-6 minutes | Assessed across the test | Speaking |
| B1 Preliminary | Speaking, Part 3 | 4 minutes | Assessed across the test | Speaking |
| B2 First | Speaking, Part 3 | 4 minutes | Assessed across the test | Speaking |
| C1 Advanced | Speaking, Part 3 | 4 minutes | Assessed across the test | Speaking |
| C2 Proficiency | Speaking, Part 2 | 4 minutes | Assessed across the test | Speaking |
| Exam | Part | Visual | Task |
|---|---|---|---|
| A2 Key | Part 2 | Five pictures on a topic | Say whether you like each thing and why; then follow-up questions |
| B1 Preliminary | Part 3 | A set of pictures for a situation | Discuss the options and agree which is best |
| B2 First | Part 3 | A question with five written prompts | Discuss for 2 minutes; then 1 minute to reach a decision |
| C1 Advanced | Part 3 | A question with five written prompts | Discuss for 2 minutes; then 1 minute to decide |
| C2 Proficiency | Part 2 | One or more photographs | A short question about the pictures, then a decision task |
At B2 and C1 you get about 15 seconds to look at the prompts before starting. You do not have to cover all five — a real discussion of three is better than a list of five.
A complete collaborative task task at B2 First level. Work it with the answers closed, then open the key.
Part 3 (about 4 minutes). You and your partner talk together for about two minutes about a question and five written prompts. Then the examiner asks you to spend about a minute reaching a decision together.
Examiner
Now, I’d like you to talk about something together for about two minutes.
Some people think it’s a good idea for students to have a part-time job while they are studying. Here are some things they think about and a question for you to discuss. First you have some time to look at the task.
[15 seconds]
Now, talk to each other about what the advantages are for students of having a part-time job.
[Candidates: about 2 minutes]
Thank you. Now you have about a minute to decide which of these is the most important advantage for students.
[Candidates: about 1 minute]
Thank you.
Sample answer
Sample Part 3 — Part 3 (collaborative task)
Examiner: Now, I’d like you to talk about something together for about two minutes. Some people think it’s a good idea for students to have a part-time job while they are studying. Here are some things they think about and a question for you to discuss. First you have some time to look at the task.
Examiner: Now, talk to each other about what the advantages are for students of having a part-time job.
Candidate A: Shall I start? So, the first one is earning their own money. I think this is quite obvious – if students have their own money, they don’t need to ask their parents every time they want to go out. What do you think?
Candidate B: Yes, I agree, but I think it’s not only about going out. For a lot of students, especially if they study in another city, like me, the rent is very high, so the money from a job is really necessary, not just for fun.
Candidate A: That’s true, I hadn’t thought about that. What about learning to manage their time?
Candidate B: Well, it’s definitely something you learn. When I started working in a café last year, I had to plan my week very carefully – when to study, when to work… At the beginning it was a disaster, honestly, but now I’m much more organised.
Candidate A: But don’t you think there’s a risk, too? If you work too many hours, your studies can suffer. I have a friend who had to repeat a year because she was working every evening.
Candidate B: Yes, that’s a good point. So maybe it depends on how many hours.
Candidate A: Exactly. Let’s move on to meeting different people. I think that’s a nice advantage, because at university you normally only meet people of the same age, but in a job you meet customers, older colleagues…
Candidate B: Right, and you learn how to talk to people who aren’t your friends, which is important. And this connects with gaining experience for the future, doesn’t it? Because employers want to see that you have worked before, even if it’s in a different area.
Candidate A: Yes, I think employers value that a lot. It shows you’re responsible. And becoming more independent – that’s quite similar to the money point, I suppose.
Candidate B: Partly, but it’s also about confidence – making decisions without asking your parents.
Examiner: Thank you. Now you have about a minute to decide which of these is the most important advantage for students.
Candidate A: OK, so for me it’s between earning money and gaining experience. What’s your opinion?
Candidate B: I would say experience, because the money is important now, but the experience helps you for your whole career.
Candidate A: Hmm, I see what you mean, but some students without money can’t even continue studying. So for them, money is more important.
Candidate B: That’s true… but the question is about students in general, and most students get some help from their families, I think.
Candidate A: OK, fair enough. And experience also includes managing your time and meeting people, in a way. So shall we choose gaining experience for the future?
Candidate B: Yes, let’s go with that.
Examiner: Thank you.
Grammar and Vocabulary: a good range of forms is used with control, including conditionals (‘If you work too many hours, your studies can suffer’), a past perfect (‘I hadn’t thought about that’) and question tags (‘doesn’t it?’), with suitable vocabulary such as ‘organised’, ‘value’ and ‘continue studying’. Discourse Management: contributions are relevant and developed with personal examples (Tomasz’s café job, Lucía’s friend), and the candidates link prompts together (‘this connects with…’, ‘that’s quite similar to the money point’). Pronunciation: intelligible throughout, with appropriate intonation on questions and when disagreeing politely. Interactive Communication: this is the strongest feature: the candidates invite each other’s opinions, build on and challenge what the other says (‘But don’t you think there’s a risk, too?’), and negotiate towards a joint decision instead of simply stating preferences. Global Achievement: the task is fully carried out, several prompts are discussed in depth and a clear decision is reached.
The same task type at other levels: B1 Preliminary, C1 Advanced, A2 Key, C2 Proficiency.
More practice at every level is on the Cambridge Speaking samples page. The whole section in context is on the Cambridge Speaking page, and how it is marked is on the scoring page.
Written by Kirill O'Nayd
English test expert and educator at TestSucceed. He has spent years preparing candidates for Cambridge English Qualifications from A2 Key to C2 Proficiency, and taking apart how each paper awards its marks. See all TestSucceed preparation materials.