The phase most candidates have never seen
Grade 5 (B1) has no Interactive phase, so a partner moving from B1 to B2 meets it for the first time at Grade 7. It is four minutes, and it is the one part of the exam that is yours to lose by staying quiet.
The examiner says: "Now we're going to the Interactive phase. I'm going to start by telling you something, and then I'd like you to ask me questions and we'll talk about it. Here we go." Then they read a prompt, two or three sentences. Examples from Trinity's materials:
- "About six months ago, some new neighbours moved in next door to us. They're very friendly, but we've had a few problems and I'm not sure what to do."
- "I've always been on holiday with my family and friends, but now I'm thinking of going by myself."
- "It's my nephew's seventh birthday next week and he's asked for a mobile phone. I'm not sure if this is a good idea."
- "My friend and I would like to do a hobby together in our free time, but we're finding it difficult to agree on what to do."
Then the examiner stops talking. The candidate must take over.
What the examiner is listening for
Trinity's communicative skills for the Interactive phase at Grade 7:
- take control of the interaction;
- maintain the discourse by asking for information and making comments;
- help the discussion along by inviting comment from the examiner;
- take and give up turns when appropriate;
- use the Grade 7 language functions where the task calls for them.
Those functions are the whole of Grade 7 in one phase: ask for more information, give advice, suggest, weigh advantages and disadvantages, say what might happen, agree or disagree, and describe what used to be the case. The prompt is written so that all of them fit.
The shape of a good four minutes
- Find out more (first minute). Two or three questions before any advice. "What kind of problems?" "How old is your nephew's… sorry, how old is he? Seven, you said." "Have you spoken to them about it?"
- React and comment. "Oh dear, that sounds stressful." "Really? I used to have the same problem."
- Suggest and advise, with reasons. "If I were you, I'd talk to them first, because…" "You could try… Another option might be…"
- Weigh it. "The advantage of that is… but on the other hand…"
- Invite the examiner's view and respond to it. "What do you think you'll do?" "Do you agree?" Then disagree politely if you do: "I see what you mean, but…"
- Close when the examiner signals time, or round it off yourself: "Well, I hope it works out. Let me know."
The three ways to fail it
- Answering instead of asking. The prompt sounds like a question. It is not. "I think you should buy the phone" and silence is a D.
- One long monologue of advice. Good language, no interaction. The examiner wants turns: ask, listen, react, ask.
- Running out after a minute. The fix is a mental checklist (find out, react, suggest, weigh, invite, close) and enough practice that the questions come without thinking.
Phrases that carry the phase
- Asking: Could you tell me a bit more about…? What exactly…? How long has this been going on? Have you tried…?
- Reacting: Oh dear. Really? That must be difficult. I know what you mean.
- Advising: If I were you, I'd… You should probably… You'd better… It might be worth…
- Weighing: The advantage is… The downside is… On the one hand… on the other…
- Inviting: What do you think? Would you consider…? Does that sound possible?
- Disagreeing: I'm not sure I agree, because… That's true, but…
How to practise
Take any of the four prompts above, set a four-minute timer, and record yourself with a friend playing the examiner who only answers what is asked and never volunteers. Count your questions. Fewer than six in four minutes is too few. The full SpeakPass mock runs this phase with an examiner who waits when you stop, so you learn the silence before the exam does it to you.