C1 Speaking worksheet 1 (standard)

Pilar and Mustafa

Before you watch
1 Work in pairs. Discuss questions 1–4 about the C1 Advanced Speaking test.
1 How many parts are there in the C1 Advanced Speaking test?
2 What do candidates have to do in each part of the test?
3 Different kinds of functional language are helpful for answering the questions in the test. Look at the
examples given below. Add more phrases to the table.

Giving opinions Speculating Comparing and Agreeing and

contrasting disagreeing
Personally speaking, … I would say that …
If you ask me … it looks as if …

Justifying opinions Giving examples Turn-taking Evaluating

While you watch

Part 1
2 Watch part 1 of the video. Complete the questions and answers from the extract AFTER the
examiner asks the students names and where they are from.
1
Examiner: What would be your (1) ?
Pilar: I want to work (2) the theatre or (3) television.
2
Examiner: Do you think (4) in the last few years?
Mustafa: I’ve been (5) different situations in my life.
3
Examiner: Do you think (6) as you get older?
Pilar: My priorities are improving my English and getting (7) university.
4
Examiner: Is there someone (8) ?
Mustafa: I appreciate their advice and I always take it (9) account.

3 Watch part 1 of the video again. Write down the other two questions that are asked. Then work in
pairs. Take turns asking and answering all six questions.

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 1

C1 Speaking worksheet 1 (standard)
Pilar and Mustafa
Part 2
4 Look at the photos below and watch Pilar’s turn (02:02–04:26). Then answer the questions.
1 How many photos does Pilar need to talk about and for how long?
2 What two questions does she need to answer about the photo(s) she chooses?
3 What follow-up question does Mustafa need to answer?
4 How long is his answer approximately?

5 Complete the expressions 1–5 from the video with words in the box. Then watch the whole of
part 2 and check.
risks lives skin basics pressure

1 Pilar: feel confident in your own 4 Mustafa: know some

2 Pilar: be/work under 5 Mustafa: it comes with its own
3 Mustafa: play with people’s

6 How well do you think Pilar and Mustafa compared the photos they each looked at? Why?

Part 3
7 Look at the part 3 task and in pairs discuss and make notes on how the candidates might answer
the first question. Then watch part 3 and check. Complete the instructions for the second part of
the task that candidates have to discuss for one minute.

interests and hobbies How might these things values and culture
influence people’s
choice of friends?

age language

personality type

Follow-up question (1 minute): Decide which of these things you think people when
making new friends

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 2

C1 Speaking worksheet 1 (standard)
Pilar and Mustafa
8 Choose the verb you think the candidates use in the phrases below and which candidate uses
them. Watch part 3 again and check.
1 The first thing that gets / brings people together is … Pilar / Mustafa
2 If you have / do interests and hobbies in common … Pilar / Mustafa
3 You have something to contact / connect with. Pilar / Mustafa
4 If you share / give the same values and culture … Pilar / Mustafa
5 It could / should work both ways. Pilar / Mustafa
6 You construct / build a friendship based on a common goal. Pilar / Mustafa
7 … can either tear / separate you apart or bring / join you together. Pilar / Mustafa
8 You’re always going to find / manage a way to communicate … Pilar / Mustafa
9 Language helps you to build up / build on that relationship … Pilar / Mustafa

9 Watch the one-minute follow-up question discussion again (08:48–10:09). Do Pilar and Mustafa
reach a conclusion about which of the things people are least likely to consider when making new
friends? Do you agree? Tell your partner.

Part 4
10 Watch part 4 and complete the questions.
1 Some people say that friendships only happen by . What’s your opinion?
2 How much should parents have in their children’s choice of friends?
3 Which do you think is better – having a lot of friends or a small group of friends?
4 What are the of having friends who are very to you?

11 Watch again. Write down any words and phrases Pilar and Mustafa use to express opinions,
agreement and disagreement?

After you watch

12 Work in pairs. What was each candidate particularly good at during the speaking test?
Tell your partner.

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 3

C1 Speaking worksheet 1 (standard)
Pilar and Mustafa
Before you watch While you watch
1 Have students answer the first two questions in Part 1
pairs and check answers. For question 3, start by
focussing on the two functions given and elicit more 2 Explain the task to the students, and check
examples for these functions (e.g. to my mind, at a instructions with them. Make sure that students are
guess, I’d say) and then ask student to come up with clear that the questions being focussed on come
more functions, if possible eliciting the categories in after the candidates are asked for their names and
the answer key. If students struggle to come up with where they are from. Play part 1 and ask them to
ideas, write the function categories on the board complete the answers individually. Check answers
with one example phrase for each. Check answers as a whole class.
as a whole class.
Answers
Answers 1 ideal job
1 There are four parts to the C1 Advanced 2 in
Speaking test. 3 in
2 In part 1, candidates answer questions 4 you’ve changed very much
about themselves. In part 2, candidates
5 through
compare two photos individually and answer
a question about their partner’s photos. In 6 your priorities will change
part 3, candidates discuss a question with 7 into
prompts, followed by a decision-making 8 whose advice you really value
task based on the same prompts. In part 4, 9 into
candidates discuss more in-depth questions
related to the part 3 topic. These questions 3 Play part 1 again. Students now watch again and
tend to be more open and abstract and write down the final two questions. Check answers.
candidates may be expected to comment on Then students work in pairs to ask and answer the
their partner’s answers. questions or in groups of three, with one student
3 Suggested answers: taking the role of the examiner. Encourage them
Comparing and contrasting: whereas… On the to give full answers with reasons, examples,
other hand, … However, … Nevertheless… justifications, etc. as these will score more highly in
Agreeing and disagreeing: I couldn’t agree the exam than short simple answers.
more. I’m not sure that’s true. Not necessarily.
Answers
Justifying opinions: The reason for this is …
Questions: Do you think you work well under
One argument that supports this is …
pressure? If you had more free time, how would
Giving examples: Take X for example. By way of you use it?
example… For instance, …
Turn-taking: Shall I start? What do you think?
Part 2
Let’s move onto the next one.
Evaluating: On the plus side … One 4 Explain that students are going to watch the first
disadvantage would be … A major drawback half of part 2 to understand the format. Explain that
is … the second half is the same format, but with the
roles reversed. Play the video on the time frames
Reaching a decision through negotiation: So,
shown and then allow students to discuss in pairs
do we agree that…? Would you go along with
or groups before checking answers as a class. To
that? Let’s agree to disagree on that.
check the answers, you may want to play the video
again, stopping as each question is answered. For
question 4, point out that the answer to the follow
question should be around 20–30 seconds.

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 4

C1 Speaking 1 (standard)
Teacher’s notes
Pronunciation: how intelligible what you say is,
Answers
how natural-sounding your accent is.
1 Two photos; about a minute
Interactive communication: your ability to work
2 Why might it be important for the people with your partner, to maintain a conversation, by
to do these things accurately? How difficult asking questions and responding to what your
might being accurate be for them? partner says. This is less important for this part
3 In which activity do you think being accurate of the exam, but comes into play in parts 3 and 4
might matter the least? particularly.
4 30 seconds For more information on assessment criteria,
see the Cambridge English Advanced handbook,
5 Explain to the students that they are going to watch which can be downloaded for free on the
the whole of part 2 and that they need to complete cambridgeenglish.org. Write the five criteria on the
phrases and expressions used by the candidates. board and explain them. Invite some students to
Allow them a minute or so to predict which words say which categories they think they are good at
go where before playing all of part 2 for them to and which ones they think they need to improve.
watch and check or complete their answers. Check If you want to extend this exercise further,
as a class, also checking the comprehension of each photocopy the examiner’s feedback comments
phrase by asking students to express these ideas for part 2 and give them to the students to read.
in their own words. Point out that using complex Put students into pairs and ask each to read about
language like this can improve a candidate’s score one of the candidates. Each student reads their
in the exam. candidate’s comments and highlights the positives
and negatives mentioned. Check ideas as a class.
Answers
1 feel confident in your own skin (feel confident Part 3
with the body you have)
7 Explain that there are two parts or questions to
2 be under pressure (be in a stressful situation)
answer in the part 3 task, both based around
3 play with people’s lives (put these people the prompts and both candidates work together
potentially at risk) to answer these question. The first question is
4 know some basics (have some rudimentary shown in the diagram and has five prompts for
knowledge of something) the candidates to discuss for around two minutes
5 it comes with its own risks (it brings its own in total (see diagram). The second is a decision-
dangers) making task for one minute (see follow-up
question). Explain that first students are going to
6 As a class, ask students how they think each focus on the two-minute task. Read through the
candidate performed in part 2 and get a few question and ask the class what they think the
ideas. Then ask students what criteria they think candidates might say about each of the prompts
the examiner uses to assess the performance of in response to the question. Then play part 3 for
candidates. These are: them to watch and check their ideas, but point out
they must also complete the follow-up question
Grammatical resource: using varied and complex
that the examiner asks. Do class feedback to find
grammatical structures accurately
out if any of the ideas that students mentioned
Lexical resource: knowing and using appropriate were discussed by Pilar and Mustafa. Then for each
high-level vocabulary accurately prompt, have students share any other ideas they
Discourse management: the ability to speak in noted down that weren’t mentioned in the video.
longer complex sentence, to connect ideas to make
it easy for the listener to follow what you are saying, Answers
and to manage and organise the task. In the case of Follow-up question: are least likely to consider
part 2 this is the ability to discuss the two questions
related to the photos in a logically sequenced way 8 Students look at the exercise and predict the verbs.
and do so in one minute.

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 1

C1 Speaking 1 (standard)
Teacher’s notes
They then watch the whole of part 3 again, and Answers
check their answers. Point out again that this is the
Expressing opinions: I think; For me; Personally;
kind of language that can help increase their score
In my opinion; I’d rather
in the exam.
Agreement: Well, I kind of agree; To a certain
Answers extent, yes, I agree with that; Yeah, I also think
1  brings, Mustafa ​2  have, Mustafa ​ 3  connect, that; I completely agree with that; Yes, I agree; Sure
Pilar ​ 4  share, Mustafa ​5  could, Mustafa ​ Note that the candidates also use single words
6  build, Mustafa ​7  bring, Pilar ​8  find, Pilar ​ to show that they agree with the other candidate
9  build up, Mustafa while they are listening, such as Yeah and Exactly.
Disagreement: To a certain extent (this suggests
9 Students watch the second part of part 3 again that Mustafa mainly agrees, so there must be a
and answer the questions. Check answers. Point slight disagreement, too)
out that candidates do not have to agree in this
part, but should always justify their opinions. Then
ask students if they would have chosen the same After you watch
prompts and reasons to answer the question. 12 Divide the class into pairs. They choose one
Feedback as a whole class. candidate each to talk about and assess the
As a follow-up you may want to ask students to performance of. Then hold a class discussion about
attempt the whole of the part 3 section in groups what the students did well, and ask them to keep a
of three with one of the students acting as the record of this to refer to before they take their own
examiner, asking the questions and interrupting test. You may want to remind them of the marking
after two minutes to ask the second question. criteria mentioned in the notes for Exercise 6 and /
or give out extracts from the examiner’s comments
Answers for students to refer to afterwards.
Yes, they do (language and values and culture)
Answers
See examiner feedback sheet
Part 4
10 Ask the students try to predict the missing words.
Then play part 4 for them to watch and check.
Check the answers with the whole class and briefly
discuss whether they agreed with the candidates’
answers.

Answers
1  chance ​2  involvement ​
3 close ​
4  advantages; different

11 Ask students if they can remember any expressions

or phrases the candidates used to express opinions,
agreement and disagreement. Then play part 4
again for them to note down any of the phrases
they hear. Point out that using phrases like these
can improve their score for discourse management.
When checking answers, point out that the two
candidates use the expressions shown in the
answer key and sometimes use combinations of
these expressions. For example, Personally, I think
or Yeah, I completely agree with that.

PHOTOCOPIABLE © Cambridge University Press and Cambridge Assessment 2021 Page 2