Cambridge B1 Preliminary (PET) Speaking Practice: Classroom Activities for Every Part

The Cambridge B1 Preliminary (PET) speaking test is often the entry point for students taking their first Cambridge qualification. At B1 level, the speaking demands are specific: students need to demonstrate basic communicative competence, the ability to interact with a partner, and the capacity to discuss everyday topics with reasonable fluency.

The challenge of preparing students for PET speaking in a classroom context is the same as for any paired exam: one-to-one mock testing doesn't scale. With 25 students, running individual assessments means each student gets one practice session per lesson while the others wait. Structured pair practice - where every student practises simultaneously in examiner/candidate pairs - multiplies practice time by a factor of 12 or more.

YapYapGo is a classroom speaking practice tool for ESL and EFL teachers. Here's how to run effective PET preparation for all four parts with a full class working simultaneously.

The PET speaking test format

Part 1 (2-3 minutes): The examiner asks each candidate questions about themselves and their lives. Topics include home, family, work, studies, interests, and future plans. Candidates speak directly to the examiner (not their partner). Part 2 (2-3 minutes): The examiner gives candidates a photograph and asks them to talk about it. Candidates describe what they see and then answer a personal question related to the image theme. Each candidate speaks alone for approximately one minute. Part 3 (3 minutes): Candidates receive a task card describing a situation and have to discuss it together to reach a decision. They must interact with each other, not just speak independently. Part 4 (3 minutes): The examiner asks both candidates questions related to the Part 3 topic. Both participate, taking turns and building on each other's responses. Key features: PET is a paired exam - two candidates sit together. The examiner assesses each candidate individually on the same criteria as IELTS: grammar, vocabulary, discourse management, pronunciation, and interactive communication.

Classroom activities for each part

Part 1 preparation: personal question practice

Activity: Student A plays examiner and asks 5-6 personal questions from a prepared list. Student B answers naturally and at length. After 2-3 minutes, swap roles with a new set of questions. Question bank for Part 1 practice:

• Tell me about where you live.
• What do you enjoy doing at the weekends?
• Do you prefer spending time indoors or outdoors?
• Tell me about a hobby or activity you enjoy.
• What kind of music or films do you like?
• Do you enjoy cooking? What's your favourite food?
• What do you hope to do in the future?

The key skill: extending answers beyond one sentence. B1 candidates who say "I live in a flat" and stop are unlikely to score well. Train: "Tell me about where you live" → "I live in a small flat in the city centre. I've been there for about two years. I like it because it's very convenient - I can walk to work - but I'd like more outdoor space eventually." Feedback focus: Does the student speak in full sentences? Do they give details beyond the basic fact? Do they sound natural rather than rehearsed?

Part 2 preparation: photograph description

Activity: Student A receives a photograph card (prepare simple, everyday images - a market, a park, people cooking together). They speak about it for approximately one minute. Then the examiner asks: "What do you enjoy doing with your family?" (or a similar personal question linking to the image theme). Student B does the same with a different photo. Language to teach for Part 2:

• Opening: "In this photo, I can see... / This photo shows..."
• Describing: "In the foreground / background / centre of the picture..."
• Speculating: "It looks as if... / They seem to be... / I think they might be..."
• Reacting: "It reminds me of... / I think this is..."
• Answering the personal question: link it naturally to the image topic

Common weakness: candidates who describe every visible detail without any interpretation or reaction. Train students to say what they notice most, why, and what it reminds them of.

Tool tip: YapYapGo handles structured pair practice while you circulate and observe. A classroom countdown timer set to one minute for the photo description phase mirrors PET timing precisely.

Part 3 preparation: collaborative decision-making

Activity: Give students a simple task card. Example: "You and your friend are planning a day out. Here are some ideas: [5 pictures/options - a museum, a park, a shopping centre, a cinema, a café]. Discuss the options and decide which two would be most enjoyable." Pairs discuss and reach a decision in 3 minutes. Language to teach for Part 3:

• Suggesting: "What about...? / How about...? / We could..."
• Agreeing: "That's a good idea. / I agree. / Yes, that sounds..."
• Disagreeing politely: "I'm not sure about that. / I'd prefer..."
• Building on partner's idea: "Yes, and we could also..."
• Moving toward decision: "Shall we say...? / So, we've decided..."
• Reaching conclusion: "We've chosen... because..."

The key assessment point: examiners are specifically looking for genuine interaction - candidates who listen to their partner and build on what they say, not candidates who deliver independent monologues that happen to be on the same topic.

Part 4 preparation: extended discussion

Activity: Following the Part 3 task, teacher asks both students questions related to the theme. "Do you prefer spending time outdoors or indoors?" "What do you think makes a good day out?" Both students answer, and the teacher follows up with each. Key feature: students must interact with each other in Part 4, not just answer separately. Train: after Student A answers, Student B can add: "I agree / I'd add that... / I think differently..."

The scaling solution: full class practice

To run all four parts simultaneously with a class of 25:

1. Form 12-13 pairs (one group of three if odd number)
2. Assign roles: examiner and candidate for Parts 1-2, equal partners for Parts 3-4
3. Provide printed role cards with examiner questions for Parts 1-2
4. Use a visible timer for part transitions
5. After running through all four parts (~12 minutes), swap roles
6. Circulate and observe 4-5 pairs per run

A random student picker selects which pair demonstrates Part 3. An activity timer labelled with each part name keeps transitions crisp across all four parts collaborative discussion for whole-class feedback at the end. For the broader framework of preparing students for any Cambridge exam, see our post on how to prepare students for any English speaking exam.

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Sources:

• Cambridge Assessment English. B1 Preliminary Speaking Test Format. - Official documentation on the four-part test structure and assessment criteria.
• Luoma, S. (2004). Assessing Speaking. Cambridge University Press. - Assessment criteria for paired speaking examinations.