5.3 Speaking Part 3: Picture Storytelling

5.3 Speaking Part 3: Picture Storytelling

Quick Answer: The examiner shows a sequence of five pictures, names the story, and describes picture 1. The candidate describes the other four. Examiners are not looking for storytelling skill — a few words about each picture is enough, and it is acceptable not to develop the comments into a narrative. The task tests describing things and events.

Where Part 3 sits in the paper

A2 Flyers Speaking lasts 7–9 minutes, has four parts, and is marked by one examiner for a maximum of five shields. An usher — often a teacher the child knows, who speaks the child's language — explains the format in the child's first language before taking them in. The standard format is always one candidate and one examiner, and children bring nothing into the room. Pictures and questions stay inside the Pre A1 Starters, A1 Movers and A2 Flyers word and structure lists, and the four parts always follow the same order, so a well-prepared child should meet no surprises.

Parts 1 and 2 are two-way information tasks: react to statements, then answer and ask. Part 3 turns the child into the main speaker for the first time. Nothing else changes — same examiner, same criteria, same clock. What changes is the prompt: a printed picture strip instead of a partner picture or a cue card.

The examiner shows a sequence of five pictures which show a story. The examiner tells the candidate the name of the story and describes the first picture. They then ask the candidate to describe the other four pictures. The title of the story and the name(s) of the main character(s) are shown on the story. Use those printed names. If the strip says Nick and Anna, do not rename them the boy and the girl unless you have forgotten the names — and if you have forgotten, look back at the title block rather than inventing new ones.

The Handbook sample title is The Brave Teacher. Picture 1 is the examiner's model. Pictures 2 to 5 are the candidate's. The child is not asked to write, colour, or point. This is speech only.

Looking time is an instruction, not a pause to fill

Before asking candidates to tell the story, the examiner says Just look at the pictures first. That sentence is in the Handbook because children who start talking during the looking time miss the sequence. Advise candidates to look at each picture in turn to get a general idea of the story before they start to speak.

They should not worry if they cannot follow the narrative of the picture story. It is perfectly acceptable just to say a few words about each picture in the sequence without developing those comments into a story. Examiners are not looking for evidence of storytelling skills. A child who produces a polished beginning-middle-end with a moral has not scored extra shields for creativity. A child who says a few accurate sentences about each picture has done the task.

This is a different demand from Reading and Writing Part 7, where the child writes more than 20 words about three pictures and is marked on connected events. Do not import the writing mark scheme into Speaking Part 3.

Structures that actually appear

The structures candidates will need most frequently are:

• there is / there are
• present tense of be and have (got)
• the modals can / can't and must / mustn't
• present continuous of action verbs (the Handbook lists come, go, buy, put on, carry, open, laugh)
• sometimes present perfect or going to
• simple feelings: The teacher is happy.

The Handbook's own model sentences are at this level: Nick and Anne are in the classroom. They are looking out the window. That is enough. A Flyers-new structure can appear naturally (They have opened the window. / The teacher is going to help them.) but the child should not delay the next picture while hunting for present perfect.

Useful picture-by-picture moves:

1. Name who is in the picture and where they are.
2. Say what they are doing (present continuous).
3. Add one object, one modal, or one feeling if it is visible (Anna has got a bag. They can't open the door. The teacher is happy.).
4. Stop. Look at the next picture.

Do not summarise all five pictures in one long turn after picture 2. The task is to describe each picture in turn.

Worked example: The Brave Teacher

Treat this as a method demonstration, not a script to memorise. After the examiner names the story and describes picture 1 (Nick and Anna in a classroom, looking at something through the window), the candidate might say:

• Picture 2: Nick and Anna are in the playground. They are pointing at a cat in a tree. The cat can't get down.
• Picture 3: The teacher is coming. She is carrying a ladder. Nick and Anna are happy.
• Picture 4: The teacher is climbing. She is going to help the cat. Nick must hold the ladder.
• Picture 5: The cat is in the teacher's arms. The teacher is smiling. Nick and Anna are laughing.

A weaker but still acceptable version of picture 2 is simply The cat is in the tree. Nick and Anna are looking. Examiners can work with that. A silent stare at picture 2 is what forces a prompt.

When the examiner prompts

If a candidate needs help, the examiner will prompt by asking a question. That is normal. Typical prompts are What's happening here?, What's the teacher doing?, How does Anna feel? Answer the prompt, then continue to the next picture. Do not apologise at length. Do not go back and restart the whole story unless the examiner asks you to.

If the child truly cannot follow the story, describing what is visible still counts as describing things and events: There is a ladder. The teacher has got the cat. Guessing a complicated plot (They are in a film about space) that is not in the pictures wastes the turn.

Part 3 traps

• Stopping after three candidate pictures because a website summary said four pictures in total.
• Trying to tell a polished story with Once upon a time and a moral. Narrative skill is not required.
• Ignoring the printed title and character names.
• Talking through the looking time instead of looking first.
• Using only there is a boy for every picture and never an action verb.
• Importing Reading and Writing Part 7 rules (20-plus written words, three pictures, connected events) into this spoken task.