SPEAKING STUDIO / PET · PART 2

01 / THE SPEAKING PLAN

One picture. Four clear steps.

Start with the big picture. Then look more closely.

01

WHERE

Where are
the people?

“They are in…”

02

WHO

Who can
you see?

“I can see…”
“They might be…”

03

WHAT

What are
they doing?

“She is …-ing.”
“…while…”

04

DETAILS

What else
do you notice?

“There is / are…”
“They look… because…”

See it? Describe it. Guessing? Use “might be”.
Add actions, objects and a feeling with evidence.

A classroom plan for organising your ideasWHERE → WHO → WHAT → DETAILS

02 / LET’S DESCRIBE IT

What’s happening in this kitchen?

Colour Size

A girl is cracking an egg while a woman helps her in a kitchen. Flour, eggs, a jar and a tablet are on the worktop.

Choose a tool to circle details, highlight evidence or add labels. Works with a mouse, pen or touch.

Language upgrade + feedback

A start: “The girl is cooking.”
More precise: “On the left, the girl is cracking an egg while the woman is helping her.”

Check: WHERE / WHO / WHAT / DETAILS
One success: “You described…”
One next step: “Try adding…”
Improve one sentence, then say it again.

01 / SET THE SCENE

Where are they?

Indoors or outdoors?
What tells you which room it is?

“They are in…”
“I can see…”

Describe the picture
in your own words.

WHERE → WHO → WHAT → DETAILS
If you get stuck, move to the next step.

YOUR ONE-MINUTE TURN01:00

Hide the examples. Use the four-step plan.

Describe what you can see. Support your guesses.WHERE → WHO → WHAT → DETAILS

← → Pages · N Notes · F Full screen
Save HTML keeps your edits and picture annotations.

TEACHER NOTES / 6 MINUTES 40 SECONDS

Page 1 · 0:00–0:55 / Teach the plan.
“Today we’ll describe a picture. Start with WHERE, then WHO, then WHAT, then DETAILS. Say the four steps with me. If we aren’t certain, we can say ‘might be’. Which step tells us about the actions?” Wait for “WHAT”. This framework is a classroom strategy, not an official marking checklist.

Page 2 · 0:55–1:30 / WHERE.
“Where are they? What helps you know?” Wait 3–4 seconds. Circle the oven or cupboards. Accept “In a kitchen”, then prompt a full sentence. Reveal the example after the learner answers.

1:30–2:10 / WHO.
“Who can you see? Do we know they are related?” Circle the two people. Elicit “a woman and a girl”. Model “They might be a mother and daughter”, since the relationship is a guess.

2:10–3:15 / WHAT.
“Look at the girl’s hands. What is she doing?” Circle the girl’s hands, the egg and the flour. Accept “making something” and help with “cracking an egg”. “What about the woman?” Model “helping her”. Elicit “is + -ing”, then join the actions with “while”. Avoid inventing a specific recipe.

3:15–4:25 / DETAILS.
“What can you see on the worktop? How do they look? What makes you think so?” Circle flour, eggs and the tablet. Accept supported details. Elicit “They look happy because they are smiling.” Invite the learner to add two details before showing the example.

4:25–4:55 / Upgrade.
Open “Language upgrade + feedback”. “The girl is cooking is a good start. How can we be more specific? Add a position and an action.” Elicit a stronger sentence. Close the panel and clear or keep annotations as appropriate before practice.

4:55–5:55 / Independent practice.
“Now describe the whole picture in your own words. Use the four steps. You have one minute. Ready?” Click Practice mode, then Start. Give the learner all 60 seconds. Listen without interrupting and note one strength and one next step. With no students present, explain the task to the interview panel and demonstrate the timer.

5:55–6:40 / Feedback.
Return to Guided mode and open feedback. “Which steps did you include?” Give feedback based on what you actually heard: “You described… Next, try adding…” Ask the learner to improve one sentence. Finish: “What are our four steps?” Elicit WHERE–WHO–WHAT–DETAILS.

Optional model, after the learner’s attempt.
“This picture shows a woman and a girl in a kitchen. They might be a mother and daughter. On the left, the girl is cracking an egg while the woman is helping her. They might be preparing a meal together. There is flour on the wooden worktop, and I can also see some eggs, a jar and a tablet. They might be following a recipe on the tablet. In the background, there is an oven and some white cupboards. They look happy because they are smiling.”

Controls. Pen / Highlight: drag on the picture. Text: type a label, then click the picture. Pointer: stop drawing. Undo removes the latest change, including Clear. Save HTML downloads a copy with annotations and edited lesson text. The supplied image is embedded for offline use; its original resolution is preserved.