SO3_B1_Speakout_PEIC_Level 2

Correlation table between
Speakout 3rd Edition B1 Student's Book and Workbook

and
Pearson English International Certificate Level 2 Paper-based Test
Pearson English International Certificate Level 2 Assessment Objectives

To understand and express in speaking and writing information, ideas, feelings, opinions and common functions about everyday si
straightforward spoken and written language.
CEFR Level B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can
situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics wh
personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for o
READING
Pearson English International Certificate Level 2 Description
Candidates should show they can:
· Read and follow simple written discourse such as signs, directions, notices, instructions, advertisements, brochures, leaflets,
correspondence and informative texts from newspapers and magazines
· Read and follow the written version of spoken discourse from everyday situations
· Understand the gist of the written version of the spoken discourse
· Identify the context and the purpose of the writer/s
· Identify and obtain the main points in the written discourse
· Identify and obtain the general and specific details in the written discourse
· Identify and obtain the ideas, feelings and general opinions put forward by the writer
CEFR Description B1
Overall reading comprehension

Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
Reading correspondence
Can understand the description of events, feelings and wishes in personal letters well enough to correspond regularly with a pen fr
Reading for orientation
Can scan longer texts in order to locate desired information, and gathered information from different parts of a text, or from differ
fulfill a specific task. Can find and understand relevant information in everyday material, such as letters, brochures and short officia
Reading for information and argument

Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of t
though not necessarily in detail. Can recognise significant points in straightforward newspaper articles on familiar subjects.
Reading instructions
Can understand clearly written, straightforward instructions for a piece of equipment. Can understand regulations, for example saf
in simple language.
WRITING
Candidates should show that they can convey information on everyday matters in response to visual or written instructio
· Write messages, e-mails, and postcards which might include directions and instructions
· Describe past events, and express ideas, feelings, personal thoughts and advice in the form of informal letters, diaries and s
CEFR Description B1
Overall written production
Can write straightforward connected texts on a range of familiar subjects within his field of interest, by linking a series of shorter di
a linear sequence.
Creative writing
Can write straightforward, detailed descriptions on a range of familiar subjects within his/her field of interest.
Can write accounts of experiences, describing feelings and reactions in simple connected text.
Can write a description of an event, a recent trip – real or imagined.
Can narrate a story.
Reports and essays

Can write short, simple essays on topic of interest.
Can summarise, report and give his/her opinion about accumulated factual information on familiar routine and non-routine matte
with some confidence.
Can write very brief reports to a standard conventionalised format, which pass on routine factual information and state reasons fo
LISTENING
Candidates should show they can:
· Listen to and follow conversations, short talks, messages and announcements, telephone, traffic and tourist information, pu
instructions and directions related to familiar matters regularly encountered in study, work, daily and leisure contexts
· Understand the gist of the spoken discourse
· Identify the context of the spoken discourse and the speaker/s and the purpose
· Identify and extract the main points in the spoken discourse
· Identify and extract the general and specific details in the spoken discourse
· Identify the feelings and ideas of the speaker/s in the spoken discourse
CEFR Description B1
Overall listening comprehension
Can understand straightforward factual information about common everyday or job related topics, identifying both general messa
details, provided speech is clearly articulated in a generally familiar accent.
Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., in
narratives.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Understanding interaction between native speakers

Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dia
Listening as a member of a live audience
Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward an
Can follow in outline straightforward short talks on familiar topics provided these are delivered in clearly articulated standard spee
Listening to announcements and instructions
Can understand simple technical information, such as operating instructions for everyday equipment.
Can follow detailed directions.
Listening to audio media and recordings

Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest deli
standard speech.
Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively
SPEAKING
Candidates should be able to (in addition to those listed for previous levels):
· Understand and describe events
· Ask for and communicate feelings and opinions
· Ask for and give instructions and explanations
· Ask for and make suggestions
· Ask for and give permission
· Give and accept invitations
· Ask for and give advice
· Give and receive orders
· Follow and narrate a story
· Ask about and describe events and occurrences
· Ask about and describe events and activities in one’s life
· Make complaints
· Reply to and make polite requests
· Make hypotheses
· Ask for and make plans and arrangements for the future
· Ask for and make comparisons
· Agree and disagree and express opinions
· Ask for clarification and explanation and check back and ask for confirmation
CEFR Description B1
Overall oral production
Can reasonably fluently sustain a straightforward description of one of a variety of subjects within his/her field of interest, presenti
sequence of points.
Sustained monologue: describing experience

Can give straightforward description on a variety of familiar subjects within his/her field of interest.
Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points.
Can give detailed accounts of experiences, describing feelings and reactions.
Can relate details of unpredictable occurrences, e.g. an accident.
Can relate the plot of a book or film and describe his/her reactions.
Can describe dreams, hopes and ambitions.
Can describe events, real or imagined.
Can narrate a story.
Sustained monologue: putting a case (e.g. in a debate)

Can briefly give reasons and explanations for opinions, plans and actions.
Public announcements
Can deliver short, rehearsed announcements on a topic pertinent to everyday occurrences in his/her field which, despite possibly v
and intonation, are nevertheless clearly intelligible.
Addressing audiences
Can give a prepared straightforward presentation on a familiar topic within his/her field which is clear enough to be followed witho
the time, and in which the main points are explained with reasonable precision.
Can take follow up questions, but may have to ask for repetition if the speech was rapid.
SO3ed Level B1 Component PEIC level PEIC PBT Item types
B1 SB Level 2 Reading Gap fill 3-option multiple choice
B1 WB Level 2 Reading Gap fill 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice
B1 WB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading Open-ended question

B1 WB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Text, note completion
B1 WB Level 2 Reading Text, note completion


Objectives Stimulus Unit
To assess ability to understand the purpose, Short authentic-style texts presented with realistic 5
structure and main idea of short written texts layout and typography. Texts types include: labels,
instructions, signs, notices, menus,
advertisements and announcements
To assess ability to understand the purpose, Short authentic-style texts presented with realistic 1C
To assess ability to understand the purpose, Short authentic-style texts presented with realistic 7C
To assess ability to understand the purpose, Short authentic-style texts presented with realistic 3-4
To assess ability to understand the main ideas Text types include: newspaper articles, magazine 1
in an extended written text articles, leaflets, brochures or web articles
To assess ability to understand the main points Text types include: extended informative text 1
of short written texts found in newspapers, magazines, leaflets,
brochures and website articles
To assess ability to extract specific information Text types include: letters, emails, 1
from an extended written text advertisements, newspaper articles, magazines,
websites or textbooks
from an extended written text. advertisements, newspaper articles, magazines,
Lesson Page no Exercise Comments
B 59 1A Some tasks here are not gap-fill activities,
but with them, learners can show they
understand the purpose, structure and
main idea of short written texts

D 101 5A Some tasks here are not gap-fill activities,

Mediation 150 3 Some tasks here are not gap-fill activities,

Bank but with them, learners can show they
Mediation 156 2 Some tasks here are not gap-fill activities,

Bank but with them, learners can show they
B 21 5 Some tasks here are not gap-fill activities,


D 29 2A Some tasks here are not gap-fill activities,

Review 30 4 Some tasks here are not gap-fill activities,

B 54 2B Some tasks here are not gap-fill activities,
A 8 2A With the tasks here learners show their

ability to understand the main ideas in
extended written texts. Not all of them
are 3-option multiple choice tasks.

B 24 3A With the tasks here learners show their


B 48 4B With the tasks here learners show their



A 80 2C With the tasks here learners show their

C 86 2A With the tasks here learners show their




A 39 5B With the tasks here learners show their


B 55 5C With the tasks here learners show their

D 57 2B With the tasks here learners show their

C 14 1B In some tasks, there are no open-ended

questions, but they will help to assess the
ability to understand the main points of
short written texts.
D 28 1B In some tasks, there are no open-ended

B 35 2B In some tasks, there are no open-ended

A 46 7C In some tasks, there are no open-ended

C 50 1A In some tasks, there are no open-ended


A 56 2B In some tasks, there are no open-ended



C 74 1A In some tasks, there are no open-ended

A 80 3A In some tasks, there are no open-ended

D 89 6A In some tasks, there are no open-ended

A 92 2A In some tasks, there are no open-ended



D 15 2A
B 27 5
A 33 4B
A 47 4C
A 10 9B Some of these activities are true/false

(not note completion), but they test the
ability to extract specific information
from an extended written test.
B 12 4B Some of these activities are true/false

C 38 2B Some of these activities are true/false

A 56 2C Some of these activities are true/false

B 85 7A Some of these activities are true/false

B 13 5C Some of these activities are true/false

D 15 2B Some of these activities are true/false

B 21 6C Some of these activities are true/false

B 27 6B Some of these activities are true/false


A 33 4D Some of these activities are true/false



A 47 4D Some of these activities are true/false

B1 SB Level 2 Writing Write correspondence
B1 WB Level 2 Writing Write correspondence

B1 SB Level 2 Writing Write text

B1 WB Level 2 Writing Write text

Objectives Stimulus Unit Lesson
To assess ability to write a piece of Instructions which include the purpose 3 A
correspondence of the text, the intended content of the
message and the recipient. The task
gives the test taker the opportunity to
express thoughts,
describe experiences,
feelings and events

express thoughts,
feelings and events
To assess ability to write a piece of Instructions which include the purpose 7 B

express thoughts,
feelings and events
To assess ability to write a piece of Instructions which include the purpose 8 D

express thoughts,
feelings and events
To assess ability to write a piece of Instructions which include the purpose 7C Mediation
correspondence of the text, the intended content of the Bank
express thoughts,
feelings and events

express thoughts,
feelings and events
express thoughts,
feelings and events

express thoughts,
feelings and events

express thoughts,
feelings and events
To assess ability to write a short text A choice of two topics which provides 1 A
from own experience, knowledge or the test taker with the opportunity to
imagination give an opinion or reasons
To assess ability to write a short text A choice of two topics which provides 1 D
To assess ability to write a short text A choice of two topics which provides 5 B
Page no Exercise Comments
34 10 Section 8 Pearson English International
Certificate combines reading and writing
skills. In these activities correspondence is
not always based on the information
students have read. . The word limit in this
section is 70–90.
46 8C Section 8 Pearson English International

section is 70–90.
85 7E Section 8 Pearson English International

section is 70–90.
101 5B Section 8 Pearson English International

section is 70–90.
156 4A Section 8 Pearson English International

section is 70–90.

section is 70–90.
section is 70–90.

section is 70–90.

section is 70–90.
10 10C It is important to remember that the word

limit in Pearson English International
Certificate Section 9 is 100-150.
17 5B It is important to remember that the word

22 10D It is important to remember that the word









5 8 It is important to remember that the word





B1 SB Level 2 Listening & Writing Dictation
B1 WB Level 2 Listening & Writing Dictation



Objectives Stimulus Unit Lesson
To assess ability to understand an Instructions, news bulletins, 1 A
extended utterance by transcribing a announcements, broadcast features
spoken text and factual information. The extracts
are descriptive and contain relatively
formal language
To assess ability to understand an Instructions, news bulletins, 1 C

formal language

formal language

formal language
To assess ability to understand an Instructions, news bulletins, 4 B

formal language

formal language

formal language

formal language
formal language

formal language

formal language

formal language

formal language
To assess ability to understand an Instructions, news bulletins, 3 D

formal language

formal language

formal language
formal language

formal language

formal language

formal language
To assess ability to understand an Instructions, news bulletins, 7 D

formal language

formal language

formal language
Page no Exercise Comments
9 6B With these tasks learners
practise transcribing spoken
phrases and sentences (in
Pearson English International
Certificate they transcribe a
continuous text).

continuous text).

continuous text).

continuous text).
47 3A With these tasks learners

continuous text).

continuous text).

continuous text).
4 4 With these tasks learners

continuous text).
continuous text).

continuous text).
11 4C With these tasks learners

continuous text).

continuous text).

continuous text).
23 2C With these tasks learners

continuous text).

continuous text).

continuous text).
continuous text).

continuous text).

continuous text).

continuous text).

continuous text).

continuous text).

continuous text).
B1 SB Level 2 Listening 3-option multiple choice









B1 WB Level 2 Listening 3-option multiple choice






B1 SB Level 2 Listening Text, note completion






B1 WB Level 2 Listening Text, note completion





Objectives Stimulus Unit Lesson Page no
To assess ability to understand the gist of Short recordings, one or two speakers 1 A 9
short spoken utterances by: Including the following:
- identifying the situation - transactional conversations
- identifying the speaker’s role - social conversations
- identifying the speakers’ relationship - public announcements
- identifying the topic Including the following language
- understanding spatial relations functions:
- understanding a description - request for goods or services
- recognizing the function - request for action
- request for information
- factual information
- expression of feelings
- offer
- invitation
- apology
To assess ability to understand the gist of Short recordings, one or two speakers 1 B 11
- offer
- invitation
- apology
To assess ability to understand the gist of Short recordings, one or two speakers 1 C 14
- offer
- invitation
- apology
To assess ability to understand the gist of Short recordings, one or two speakers 2 Vlog 19
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
To assess ability to understand the gist of Short recordings, one or two speakers 2 D 28
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
To assess ability to understand the gist of Short recordings, one or two speakers 4 Vlog 43
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
To assess ability to extract specific One or two speakers giving or exchanging 1 A 9

information from extended spoken texts information which requires accurate
listening and transcription (e.g.,
addresses and telephone numbers)
Including the following:
- transactional conversations
- public announcements
- recorded messages
To assess ability to extract specific One or two speakers giving or exchanging 1 C 14

- recorded messages
To assess ability to extract specific One or two speakers giving or exchanging 1 D 16

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages
To assess ability to extract specific One or two speakers giving or exchanging 5 Vlog 55
- recorded messages
To assess ability to extract specific One or two speakers giving or exchanging 5 B 60

- recorded messages

- recorded messages
- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages
- recorded messages
- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages

- recorded messages

- recorded messages

- recorded messages
- recorded messages

- recorded messages
Exercise Comments
3A Some tasks here are not 3-option multiple
choice but they will provide learners with
the opportunity to show their ability to
understand the gist of short spoken
utterances.

utterances.
utterances.
1 Some tasks here are not 3-option multiple

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.
1B Some tasks here are not 3-option multiple

utterances.
utterances.
5B Some tasks here are not 3-option multiple

utterances.
utterances.

utterances.
utterances.

utterances.
utterances.

utterances.
4C Some tasks here are not 3-option multiple
utterances.

utterances.
utterances.

utterances.
utterances.
3B With these tasks students may practise

extracting specific information from a
spoken text. Some activities might
involve matching information, identifying
false information or answering a
question instead of completing gaps as it
is in Pearson English International
Certificate

Certificate

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2C With these tasks students may practise
Certificate
4D With these tasks students may practise

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3A With these tasks students may practise
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1 With these tasks students may practise

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B1 SB Level 2 Speaking Discussion








B1 SB Level 2 Speaking Describe picture




B1 SB Level 2 Speaking Role play






To assess ability to discuss a concrete Discussion on a concrete topic about 1
issue which it is feasible to have equally valid
opposing opinions, feelings or ideas. The
topic is chosen so that its pros and cons
can be expressed using relatively simple,
high frequency language (e.g., “I prefer to
travel by train because it is quicker.”)
Example topics include:
- town vs. country
- preference for types of movies or books
- emails vs. letters
- preferences for forms of transportation
- advantages and disadvantages of mobile
phones
- DVD at home vs. movie theater
- advantages and disadvantages of fast
food
- beach holiday vs. holiday in the
mountains
- advantages and disadvantages of the
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
- town vs. country
phones
food
mountains
Internet

- town vs. country
phones
food
mountains
Internet
To assess ability to discuss a concrete Discussion on a concrete topic about 6C
- town vs. country
phones
food
mountains
Internet
To assess ability to speak continuously A picture showing a scene or a sequence 1

about a picture and interpret some aspect of events, and two questions. The first
of it prompt is always “Tell me what you can
see in the picture.” The second prompt is
an instruction to the test taker to
interpret some aspect of the picture or to
express a personal reaction to it The
picture contains some element that
invites comment or interpretation, e.g., a
person engaged in an unusual activity or
expressing some emotion. It may show
alternative possibilities (such as different
hobbies or sports) or the before and after
states of some process or event







To assess ability to perform and respond The interlocutor gives the test taker up to 1
to language functions appropriately 15 seconds to read a role card with:
Including the following language - an explanation of the situation and the
functions: roles
- greeting and leave-taking - instructions and/or the objective
- asking for things - visual support where appropriate
- asking for information
- responding to requests
- offering, accepting
- responding to offers
- thanking
- giving information
- apologizing
- asking for directions
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
To assess ability to perform and respond The interlocutor gives the test taker up to 1C
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
functions: roles
- thanking
- apologizing
Review 18 5B In these activities, it is important to encourage learners
not only to give but also to support their opinion
because in this section the test takers have to show
they can defend their position
Review 18 5C In these activities, it is important to encourage learners

B 24 4C In these activities, it is important to encourage learners
D 28 2C In these activities, it is important to encourage learners

D 40 2D In these activities, it is important to encourage learners
A 45 3D In these activities, it is important to encourage learners

A 46 6A In these activities, it is important to encourage learners
Review 54 1A In these activities, it is important to encourage learners


C 75 6C In these activities, it is important to encourage learners

A 80 3B In these activities, it is important to encourage learners

A 82 7C In these activities, it is important to encourage learners

Mediation Bank 155 5 In these activities, it is important to encourage learners
A 8 1B Learners should be encouraged to describe the pictures

in great detail relating different features
C 14 1A Learners should be encouraged to describe the pictures

A 22 9 Learners should be encouraged to describe the pictures
D 28 1A Learners should be encouraged to describe the pictures

B 47 1A Learners should be encouraged to describe the pictures

B 49 7C Learners should be encouraged to describe the pictures


A 56 2A Learners should be encouraged to describe the pictures
C 74 3C Learners should be encouraged to describe the pictures


C 15 7B
C 15 7D
C 27 6
C 39 6
C 63 6B
C 99 5A
C 99 5B
Mediation Bank 150 5

C 8 4C These are tasks with which learners can get ready for a
role-play activity by reading out lines in a dialogue
C 42 5B These are tasks with which learners can get ready for a












































To assess ability to understand the purpose, Short authentic-style texts presented with 5
structure and main idea of short written texts realistic layout and typography. Texts types
include: labels, instructions, signs, notices,
menus, advertisements and announcements
To assess ability to understand the purpose, Short authentic-style texts presented with 1C
To assess ability to understand the purpose, Short authentic-style texts presented with 7C
To assess ability to understand the purpose, Short authentic-style texts presented with 3-4
To assess ability to understand the main ideas in Text types include: newspaper articles, 1
an extended written text magazine articles, leaflets, brochures or web
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
articles
from an extended written text. advertisements, newspaper articles, magazines,
To assess ability to write a piece of Instructions which include the purpose of the 3
correspondence text, the intended content of the message and
the recipient. The task gives the test taker the
opportunity to express thoughts,
describe experiences, feelings and

To assess ability to write a piece of events
Instructions which include the purpose of the 4



Instructions which include the purpose of the 7C





events
To assess ability to write a short text from own A choice of two topics which provides the test 1
experience, knowledge or imagination taker with the opportunity to give an opinion or
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
reasons
To assess ability to understand an extended Instructions, news bulletins, announcements, 1
utterance by transcribing a spoken text broadcast features and factual information. The
extracts are descriptive and contain relatively
formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language
formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language

formal language
To assess ability to understand the gist of short Short recordings, one or two speakers 1
spoken utterances by: Including the following:
- identifying the topic Including the following language functions:
- understanding spatial relations - request for goods or services
- understanding a description - request for action
- recognizing the function - request for information
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
- offer
- invitation
- apology
To assess ability to extract specific information One or two speakers giving or exchanging 1
from extended spoken texts information which requires accurate listening
and transcription (e.g., addresses and telephone
numbers) Including the following:
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
- recorded messages
To assess ability to discuss a concrete issue Discussion on a concrete topic about which it is 1
feasible to have equally valid opposing opinions,
feelings or ideas. The topic is chosen so that its
pros and cons can be expressed using relatively
simple, high frequency language (e.g., “I prefer
to travel by train because it is quicker.”)
- town vs. country
phones
- advantages and disadvantages of fast food
- beach holiday vs. holiday in the mountains
- advantages and disadvantages of the Internet
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
- town vs. country
phones
To assess ability to discuss a concrete issue Discussion on a concrete topic about which it is 6C
- town vs. country
phones
To assess ability to speak continuously about a A picture showing a scene or a sequence of 1
picture and interpret some aspect of it events, and two questions. The first prompt is
always “Tell me what you can see in the
picture.” The second prompt is an instruction to
the test taker to interpret some aspect of the
picture or to express a personal reaction to it
The picture contains some element that invites
comment or interpretation, e.g., a person
engaged in an unusual activity or expressing
some emotion. It may show alternative
possibilities (such as different hobbies or sports)
or the before and after states of some process
or event

or event

or event
or event

or event

or event
or event

or event

or event
or event

or event

or event
To assess ability to perform and respond to The interlocutor gives the test taker up to 15 1
language functions appropriately seconds to read a role card with:
Including the following language functions: - an explanation of the situation and the roles
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
To assess ability to perform and respond to The interlocutor gives the test taker up to 15 1C
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
- thanking
- apologizing
B 59 1A Some tasks here are not gap-fill activities, but with
them, learners can show they understand the purpose,
structure and main idea of short written texts

D 101 5A Some tasks here are not gap-fill activities, but with
Mediation Bank 150 3 Some tasks here are not gap-fill activities, but with
Mediation Bank 156 2 Some tasks here are not gap-fill activities, but with
B 21 5 Some tasks here are not gap-fill activities, but with


D 29 2A Some tasks here are not gap-fill activities, but with

Review 30 4 Some tasks here are not gap-fill activities, but with
B 54 2B Some tasks here are not gap-fill activities, but with

A 8 2A With the tasks here learners show their ability to

understand the main ideas in extended written texts.
Not all of them are 3-option multiple choice tasks.
B 24 3A With the tasks here learners show their ability to
B 48 4B With the tasks here learners show their ability to
A 80 2C With the tasks here learners show their ability to
C 86 2A With the tasks here learners show their ability to
A 39 5B With the tasks here learners show their ability to
B 55 5C With the tasks here learners show their ability to
D 57 2B With the tasks here learners show their ability to
C 14 1B In some tasks, there are no open-ended questions, but
they will help to assess the ability to understand the
main points of short written texts.
D 28 1B In some tasks, there are no open-ended questions, but
B 35 2B In some tasks, there are no open-ended questions, but
A 46 7C In some tasks, there are no open-ended questions, but
C 50 1A In some tasks, there are no open-ended questions, but
A 56 2B In some tasks, there are no open-ended questions, but
C 74 1A In some tasks, there are no open-ended questions, but
A 80 3A In some tasks, there are no open-ended questions, but
D 89 6A In some tasks, there are no open-ended questions, but
A 92 2A In some tasks, there are no open-ended questions, but
D 15 2A
B 27 5
A 33 4B
A 47 4C
A 10 9B Some of these activities are true/false (not note

completion), but they test the ability to extract specific
information from an extended written test.
B 12 4B Some of these activities are true/false (not note
C 38 2B Some of these activities are true/false (not note
A 56 2C Some of these activities are true/false (not note
B 85 7A Some of these activities are true/false (not note
B 13 5C Some of these activities are true/false (not note
D 15 2B Some of these activities are true/false (not note
B 21 6C Some of these activities are true/false (not note
B 27 6B Some of these activities are true/false (not note
A 33 4D Some of these activities are true/false (not note
A 47 4D Some of these activities are true/false (not note
A 34 10 Section 8 Pearson English International Certificate
combines reading and writing skills. In these activities
correspondence is not always based on the information
students have read. . The word limit in this section is
70–90.
A 46 8C Section 8 Pearson English International Certificate

70–90.
B 85 7E Section 8 Pearson English International Certificate

70–90.
D 101 5B Section 8 Pearson English International Certificate

70–90.
Mediation Bank 156 4A Section 8 Pearson English International Certificate

70–90.
A 19 7B Section 8 Pearson English International Certificate

70–90.
A 25 6B Section 8 Pearson English International Certificate

70–90.
B 35 7B Section 8 Pearson English International Certificate

70–90.
B 49 8B Section 8 Pearson English International Certificate

70–90.
A 10 10C It is important to remember that the word limit in
Pearson English International Certificate Section 9 is
100-150.
D 17 5B It is important to remember that the word limit in
100-150.
A 22 10D It is important to remember that the word limit in
100-150.
100-150.
100-150.
D 53 5C It is important to remember that the word limit in
100-150.
B 61 7D It is important to remember that the word limit in
100-150.
100-150.
B 73 9D It is important to remember that the word limit in
100-150.
D 77 5C It is important to remember that the word limit in
100-150.
100-150.
A 94 8D It is important to remember that the word limit in
100-150.
A 5 8 It is important to remember that the word limit in
100-150.
A 11 6B It is important to remember that the word limit in
100-150.
B 35 8 It is important to remember that the word limit in
100-150.
B 41 7B It is important to remember that the word limit in
100-150.
B 49 9 It is important to remember that the word limit in
100-150.
A 53 8B It is important to remember that the word limit in
100-150.
A 9 6B With these tasks learners practise transcribing spoken
phrases and sentences (in Pearson English International
Certificate they transcribe a continuous text).
C 15 4B With these tasks learners practise transcribing spoken


C 27 3B With these tasks learners practise transcribing spoken

B 47 3A With these tasks learners practise transcribing spoken

A 82 6A With these tasks learners practise transcribing spoken

B 83 3A With these tasks learners practise transcribing spoken

A 4 4 With these tasks learners practise transcribing spoken



A 11 4C With these tasks learners practise transcribing spoken

B 12 4 With these tasks learners practise transcribing spoken

D 23 2C With these tasks learners practise transcribing spoken

C 28 3 With these tasks learners practise transcribing spoken


A 38 3A With these tasks learners practise transcribing spoken


C 42 2A With these tasks learners practise transcribing spoken


D 51 3 With these tasks learners practise transcribing spoken


C 56 5 With these tasks learners practise transcribing spoken

A 9 3A Some tasks here are not 3-option multiple choice but
they will provide learners with the opportunity to show
their ability to understand the gist of short spoken
utterances.
B 11 2A Some tasks here are not 3-option multiple choice but

utterances.
C 14 3A Some tasks here are not 3-option multiple choice but

utterances.
Vlog 19 1 Some tasks here are not 3-option multiple choice but
utterances.

utterances.

utterances.
D 28 2A Some tasks here are not 3-option multiple choice but
utterances.

utterances.

utterances.
Vlog 43 1 Some tasks here are not 3-option multiple choice but
utterances.

utterances.
D 64 2 Some tasks here are not 3-option multiple choice but

utterances.
utterances.

utterances.

utterances.
utterances.

utterances.
B 95 1B Some tasks here are not 3-option multiple choice but

utterances.
utterances.
A 5 5B Some tasks here are not 3-option multiple choice but

utterances.

utterances.
utterances.

utterances.

utterances.
utterances.

utterances.
A 25 4C Some tasks here are not 3-option multiple choice but

utterances.
utterances.

utterances.
C 42 3 Some tasks here are not 3-option multiple choice but

utterances.
utterances.
A 9 3B With these tasks students may practise extracting

specific information from a spoken text. Some activities
might involve matching information, identifying false
information or answering a question instead of
completing gaps as it is in Pearson English International
Certificate
C 14 3B With these tasks students may practise extracting

Certificate
D 16 2B With these tasks students may practise extracting

Certificate
D 16 2C With these tasks students may practise extracting

Certificate
A 21 4D With these tasks students may practise extracting

Certificate
Certificate

Certificate

Certificate
C 39 3A With these tasks students may practise extracting

Certificate
C 39 3B With these tasks students may practise extracting

Certificate

Certificate

Certificate
A 45 3C With these tasks students may practise extracting
Certificate
C 51 3C With these tasks students may practise extracting

Certificate

Certificate
Vlog 55 1 With these tasks students may practise extracting

Certificate
B 60 3B With these tasks students may practise extracting

Certificate
B 60 3C With these tasks students may practise extracting

Certificate
D 64 3A With these tasks students may practise extracting

Certificate
Certificate

Certificate

Certificate

Certificate

Certificate

Certificate

Certificate
Certificate

Certificate

Certificate

Certificate

Certificate

Certificate

Certificate
Certificate

Certificate

Certificate

Certificate

Certificate

Certificate
B 35 4A With these tasks students may practise extracting

Certificate
Certificate

Certificate

Certificate

Certificate

Certificate
C 50 2 With these tasks students may practise extracting

Certificate

Certificate
Certificate

Certificate

Certificate
Review 18 5B In these activities, it is important to encourage learners

Review 18 5C In these activities, it is important to encourage learners

D 40 2D In these activities, it is important to encourage learners


Review 54 1A In these activities, it is important to encourage learners


C 75 6C In these activities, it is important to encourage learners

A 80 3B In these activities, it is important to encourage learners
A 82 7C In these activities, it is important to encourage learners

Mediation Bank 155 5 In these activities, it is important to encourage learners

A 8 1B Learners should be encouraged to describe the pictures

A 22 9 Learners should be encouraged to describe the pictures

B 47 1A Learners should be encouraged to describe the pictures

B 49 7C Learners should be encouraged to describe the pictures


A 56 2A Learners should be encouraged to describe the pictures

C 74 3C Learners should be encouraged to describe the pictures


C 15 7B
C 15 7D
C 27 6
C 39 6
C 63 6B
C 99 5A
C 99 5B

C 42 5B These are tasks with which learners can get ready for a

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Correlation table between

Speakout 3rd Edition B1 Student's Book and Workbook

Pearson English International Certificate Level 2 Assessment Objectives

Overall reading comprehension

Reading for orientation

Reading for information and argument

Reports and essays

Understanding interaction between native speakers

Listening as a member of a live audience

Listening to audio media and recordings

Sustained monologue: describing experience

Sustained monologue: putting a case (e.g. in a debate)

B1 SB Level 2 Reading Gap fill 3-option multiple choice

B1 SB Level 2 Reading Gap fill 3-option multiple choice

B1 SB Level 2 Reading Gap fill 3-option multiple choice

B1 SB Level 2 Reading Gap fill 3-option multiple choice

B1 WB Level 2 Reading Gap fill 3-option multiple choice

B1 WB Level 2 Reading Gap fill 3-option multiple choice

B1 WB Level 2 Reading Gap fill 3-option multiple choice

B1 WB Level 2 Reading Gap fill 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 WB Level 2 Reading 3-option multiple choice

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Open-ended question

B1 WB Level 2 Reading Open-ended question

B1 WB Level 2 Reading Open-ended question

B1 WB Level 2 Reading Open-ended question

B1 SB Level 2 Reading Text, note completion

B1 SB Level 2 Reading Text, note completion

B1 SB Level 2 Reading Text, note completion

B1 SB Level 2 Reading Text, note completion

B1 SB Level 2 Reading Text, note completion