How the PET (B1 Preliminary) Speaking Test Works: Procedures for the Four Parts, Examiner Assessment Criteria, and Preparation Strategies

The B1 Preliminary (PET) Speaking test is taken in pairs (occasionally in groups of three), with two examiners, lasting 10–12 minutes and consisting of 4 parts. It is graded separately and accounts for one-quarter of the total score. We covered the entire exam in How to Take the PET; for Reading, Writing, and Listening, see articles 249, 250, and 251. This article focuses specifically on the Speaking test: how it runs, what the four parts cover, how examiners grade, and how to prepare. This is based on the exam format page on the Cambridge English website, the B1 Preliminary Handbook for Teachers (2024 edition), and the official Cambridge practice test score conversion guide. The format is the same for both B1 Preliminary for Schools and B1 Preliminary, so the information below applies to both versions.

1. How the Test Works

• Candidates: The standard format is two candidates taking the test together, occasionally in groups of three; when in a group of three, the format remains the same, but the time is extended to 15–17 minutes. The examiners are trained to ensure each candidate has an equal opportunity to speak;
• Examiners: There are two. The interlocutor is in charge of managing the test, setting tasks, and interacting with the candidates; the assessor does not participate in the conversation, but only listens and grades. The official website notes that the interlocutor may conduct the test remotely online;
• Topics: Examiners can select from multiple sets of materials for each test;
• Individual grading: Although candidates take the test in pairs, each candidate is graded on their own performance and is not compared to their partner.

Compared to the KET Speaking test, the PET Speaking test has expanded from 2 parts to 4, adding an individual photo description section; the discussion part has also shifted from simply "saying what you like or dislike" to making suggestions and negotiating a decision (for the KET Speaking test, see Article 247).

2. Part 1: Answering Questions About Yourself (2 minutes)

What is tested: The examiner takes turns asking each candidate about their personal life, daily routines, preferences, and other topics, testing their ability to communicate spontaneously in everyday situations. In this part, candidates only interact with the examiner and do not communicate with each other.

How to answer (Handbook recommendations):

• It is normal to feel nervous at the beginning; this part uses simple, everyday language, which is designed to help candidates relax and get into the flow;
• Listen carefully to the questions and make sure your answers are relevant;
• Avoid giving one-word answers; try to add reasons or examples, but you don't need to give very long answers at this stage.

3. Part 2: Describing a Photo (3 minutes)

What is tested: The examiner gives each candidate a color photo in turn, featuring everyday scenes relevant to the candidates' age group. Each candidate speaks for about 1 minute, describing what they see in the photo, and then returns the photo to the examiner. All grading criteria are assessed in this part.

How to speak (Handbook recommendations):

• Describe what you can see and keep it simple; do not guess the context behind the photo or drift into broad topics inspired by it;
• This is an opportunity to showcase your vocabulary: describe the people and activities as fully as possible, imagining you are describing it to someone who cannot see the photo—you can talk about the names of objects, colors, clothing, time, weather, etc.;
• Use simple linking words to organize your sentences;
• It is okay if you cannot remember a specific word: you will still get credit if you can explain it or use other strategies to get your meaning across.

Example (created by us, not an actual exam question): A photo of a family having a picnic in a park.

In this photo I can see a family having a picnic in a park. There are four people: a mother, a father and two children. They're sitting on a big blue blanket on the grass. On the blanket there are some sandwiches, fruit and bottles of water. The little girl is wearing a yellow dress and she's eating an apple. It looks sunny and warm, so I think it's summer. Behind them there are some tall trees, and I can see a man walking his dog. I don't know the word for this… it's a thing you use to keep drinks cold — maybe a cool box.

This description follows the order of "overall scene—people—objects—details—weather—background," using expressions like there are, is wearing, and behind them; the last sentence demonstrates how to explain a word when you cannot remember it.

4. Part 3: Collaborative Task (4 minutes)

What is tested: The examiner reads out the instructions and sets up a hypothetical situation. The candidates look at a set of pictures and discuss them together: making and responding to suggestions, discussing different options, giving recommendations, and negotiating a decision. The examiner only sets the task and does not participate in the discussion; if the discussion stalls, the examiner will help guide it back on track.

How to do it (Handbook recommendations):

• Focus on full participation rather than just completing the task: grading is based on language use and interactive strategies, not the opinions themselves;
• Respond to your partner's ideas and keep the discussion going, for example, by giving your opinion on their ideas or asking them a question;
• Try to discuss all the pictures and avoid reaching a conclusion too quickly, otherwise you will miss the chance to demonstrate your full language ability;
• If the examiner stops you before you reach a conclusion, don't worry—it just means time is up, and whether you complete the task does not affect your score;
• Candidates can bring up their own ideas beyond the pictures, but remember to take turns speaking and encourage your partner to share their thoughts.

Example (created by us, not an actual exam question): The situation is choosing a farewell gift for a classmate who is about to move.

A：Shall we start with the book? I think it's a good idea because she loves reading.
B：Maybe, but she might already have that book. What about the photo album? We could put photos of our class in it.
A：That's a great idea! It would help her remember us. But it takes a long time to make, doesn't it?
B：Yes, you're right. How about the T-shirt, then? Everyone could write their name on it.
A：I like that. So, shall we choose the T-shirt or the album?

In this dialogue, the two candidates use shall we, what about, and how about to make suggestions, use maybe, but and you're right to respond to each other, and use doesn't it and questions to keep the discussion going, before finally starting to negotiate a decision.

5. Part 4: Discussion on the Topic (3 minutes)

What is tested: The examiner asks further questions related to the topic from Part 3, expanding and broadening the discussion. The questions focus on preferences, habits, and opinions. The examiner can ask one or both candidates, and candidates can answer individually or discuss with each other. All grading criteria are assessed in this part.

How to answer (Handbook recommendations):

• Listen carefully to the question before answering;
• Talk more about your personal experiences, preferences, and opinions;
• Give complete answers: keep question words like Why? in mind and proactively explain your reasons; if you give a very short answer, the examiner will follow up by asking "why";
• There are no right or wrong answers to the questions; the examiner does not judge your opinions, only the language you use to express them.

6. How Examiners Grade

Both examiners give scores, and the grading is based on the candidate's performance throughout the entire Speaking test:

The speaking section is out of 30 points, and examiners can award half marks. The handbook's descriptions for the 5 and 3 bands are roughly as follows (4 falls between the two):

Compared to KET, PET adds Discourse Management: it assesses whether candidates can speak continuously in a relevant and cohesive manner. This directly corresponds to the 1-minute description in Part 2 and the extended responses in Part 4.

Approximate Proficiency Levels for Practice Scores

Cambridge has provided a conversion table for estimating speaking scale scores using official practice materials (out of 30):

Cambridge notes that this table is for reference only and cannot accurately predict official exam scores; students near the grade boundaries are advised to continue improving.

7. Common Reasons for Point Deductions

Here is a summary based on experience:

• Answering with just one word in Parts 1 and 4: without providing reasons or examples;
• Not speaking for the full 1 minute in Part 2: finishing in just a few sentences, or starting to guess the story behind the photo or talk about big concepts, deviating from "describing what is visible";
• Getting stuck on a word in Part 2: stopping when unable to recall a word instead of paraphrasing;
• Jumping to a conclusion too quickly in Part 3: saying "let's choose this one" right away without discussing the other pictures;
• Talking past each other in Part 3: taking turns to express opinions without responding to each other or asking questions;
• Memorizing templates: memorized paragraphs do not match the questions and sound unnatural (the handbook explicitly warns against memorizing fixed paragraphs).

8. How to Practice

The first six points below are from the handbook, and the last two are our experience-based recommendations:

1. Speak English in various scenarios and with different people: use classroom activities like role-playing to simulate different situations;
2. Practice listening and responding: practice listening carefully to questions, expanding on answers, and keeping the conversation going;
3. Watch sample test videos and take mock tests: ensure students are very familiar with the speaking test procedure;
4. Practice the 1-minute photo description: record it and listen back to see what was done well and what needs improvement, ensuring students know how to describe things clearly;
5. Ask for repetition if you don't understand: asking the examiner or partner to repeat is generally not penalized;
6. Do not memorize fixed paragraphs: it sounds unnatural and may result in answering off-topic;
7. Prepare "tool phrases" for discussion: making suggestions (Shall we…? / What about…? / How about…?), agreeing and disagreeing (That's a good idea. / Maybe, but…), and moving the discussion forward (What do you think? / So, which one shall we choose?) (experience-based recommendation);
8. Build vocabulary for describing photos: locations, clothing, actions, weather, and positions (in the middle, on the left, behind), and practice a sentence or two of alternative expressions for "when you can't remember a word" (experience-based recommendation).

Final Thoughts

The PET speaking test is 10–12 minutes long and has 4 parts: Part 1 involves answering questions about yourself, Part 2 is a 1-minute independent photo description, Part 3 is a discussion with a partner to negotiate an outcome, and Part 4 is an extended conversation based on the topic. Examiners score based on five criteria: Grammar and Vocabulary, Discourse Management, Pronunciation, Interactive Communication, and Global Achievement. They assess language and interaction, not opinions or whether the task is completed. Provide reasons for answers, be specific in descriptions, respond during discussions, and paraphrase when you can't remember a word—doing these will help you perform consistently in the speaking test. If you want to know your child's current speaking level, you can book a free assessment with us.

Verification note: This article was verified in September 2026: the duration of the speaking test, the duration and tasks of the four parts, and the fact that the interlocutor may host remotely online are from the Cambridge English website's B1 Preliminary exam format page; the composition of candidates and examiners, the arrangement of groups of three, examiners selecting from multiple sets of materials, each candidate being scored on individual performance, the procedure for each part, all assessment criteria being evaluated in Parts 2 and 4, answering advice for each part, Part 3 not being scored on task completion, assessment criteria and band descriptions, the fact that asking the examiner to repeat is generally not penalized, not memorizing fixed paragraphs, and preparation advice are from the Cambridge B1 Preliminary Handbook for teachers (2024 edition); the Global Achievement score being multiplied by 2, the speaking test being out of 30 points, half marks being allowed, and the conversion table and instructions for practice scores to scale scores are from Cambridge's The Cambridge English Scale explained: A guide to converting practice test scores (2023 edition); the comparison with KET speaking was verified in article 247 on this site. The examples for Parts 2 and 3 are created by us and are not actual test questions; the common reasons for losing points and the last two practice recommendations are our experience-based suggestions.

References:

• Cambridge English: B1 Preliminary exam format
• Cambridge English: B1 Preliminary Handbook for teachers (PDF)
• Cambridge English: Converting practice test scores to Cambridge English Scale scores (PDF)