While speaking tasks might not seem that terrifying, the truth is that for many students, having to talk on their own for a full minute in Speaking Part 2 can feel like the longest sixty seconds of their lives. Honestly, I totally get it. Speaking naturally, with no one helping you out, is tough — especially when you’re still building confidence with English. That’s why I suggest this Speaking Circle activity as part of your PET Speaking Part 2 practice: to give students a real structure they can rely on.
While revisiting some of my older blog posts, I came across this lesson idea – How long does one minute feel like? and realised it was finally time to turn it into a full lesson plan with a worksheet and presentation. Speaking Part 2 can easily trip up B1 students who think, I’ll just describe what I see. Sure, but after ten seconds, what’s next? Without a plan, most students either panic and stop early or repeat themselves. So, this lesson helps them master not just describing a picture, but keeping the conversation alive until the minute is up.
Keep scrolling to the end of the post to grab the presentation, worksheet, and teacher’s notes that’ll help you bring this Speaking Circle strategy into your classroom. The main activities are based on real Cambridge Preliminary (PET) materials, with clear, student-friendly steps.
Warmer: How Long is One Minute?
Start the class with a time challenge. When you say START, students close their eyes and sit quietly. They need to raise their hand when they think one minute has passed – without opening their eyes! It sounds simple, but it’s an eye-opener (pun intended👀) for students to realise how weirdly time moves when you’re under pressure. This short, playful activity helps set the stage: feeling how long a minute really is and recognising the importance of staying busy while speaking.
Exam Task Analysis: Understanding What’s Expected
Next, before throwing them into speaking tasks, students need to understand exactly what Cambridge expects in Speaking Part 2. Look at the exam picture and instructions from a real sample task, and discuss the expectations in this part of the exam. Spoiler: It’s not just two girls cooking and done. They want people, actions, places, feelings – all of it!)
Listening for Gist: Noticing the Structure
Students then watch part of a real PET Speaking test. They need to listen and figure out the order in which Roberto talks about the picture (video: 2:08 – 3:34). Is it people first? Then place? Then actions? This trains students to notice how good speakers naturally structure their descriptions. You can also highlight why it matters: clear structure = more points in discourse management.
Listening for Detail: Focusing on Details
On the second watch, students focus more closely on the details Roberto mentions. They write down two things he says about the people and two things about the place. This exercise trains them to pay attention to the kind of information they should include in their own speaking tasks – specific, simple observations that bring a picture to life.
Strategy Introduction: The Speaking Circle
Here comes the star of the show: The Speaking Circle. Students read a short description explaining how it’s divided into eight easy-to-remember sections: People, Words, Feelings, Actions, Sounds, Numbers, Sight, Nature. Using these sections, students brainstorm questions they could answer while describing any picture. For example,
- People: Who are they?
- Feelings: How do they look?
- Actions: What are they doing?
Having this ready in their minds kills the awkward silence that can happen halfway through their description. Put this into practise by allowing students to work in pairs and describe the same picture Roberto did, using their notes from the Speaking Circle.
Practice Round Two: New Picture, Same Strategy
To really lock it in, students apply the same Speaking Circle method to a new picture. First, they prepare notes by going through all eight categories. Then, they give it a go and talk again for about a minute. Here’s where you’ll notice real improvement: more natural language, better structure, and way fewer panicked faces!
Final Step: Reflection
At the end of the session, students answer three simple questions about Speaking Part 2 and the newly learnt speaking strategy. It should help students recognise their progress and set personal goals for the next speaking practice.
If you think your students could benefit from a Speaking Circle strategy to handle PET Speaking Part 2 practice, don’t hesitate to grab the presentation, worksheet, and teacher’s notes at the end of this post! Trust me, it can make a world of difference in how confidently they approach the exam.
How do you help your students avoid running out of things to say in speaking exams?
