Oxford ESL 9280 · Speaking
Speaking Part 1: The Photocard
A minute-by-minute preparation routine, a formula for describing any photo, the typical card and unseen question patterns, and three full model photocards — one per theme — with top-band answers.
British & IGCSE › Oxford International GCSE English as a Second Language
Part 1 of the Speaking test is the Photocard. It is worth 15 marks (Communication 10 + Knowledge and use of language 5) and lasts about 3-4 minutes. It is the only part of the test you can prepare: you see the card for 10 minutes before you speak. This page gives you a minute-by-minute preparation routine, a formula for describing any photo, the typical question patterns, and three complete model photocards — one for each theme — with top-band answers and notes explaining why they score.
1. How the Photocard works
| Stage | What happens |
|---|---|
| Preparation (10 minutes) | You receive one card. It shows a photo, the topic it belongs to (e.g. *Sport*, *Travel and tourism*, *My studies*), and the three questions the teacher will ask. You may make notes on a separate sheet, but not on the card. |
| Question 1 | Almost always *What can you see in the photo?*, which asks you to describe the photo. |
| Questions 2 and 3 | Printed on the card. At least one of the three questions asks for an opinion with a reason. Another often asks about your own experience or preferences. |
| Prompts | After each question the teacher may add short follow-up questions to help you say more. They are optional; the best students develop answers without needing many of them. |
| 2 unseen questions | Then the teacher asks two questions you have not seen, chosen from a list of eight on the same topic. Different students get different pairs. |
| Notes | You may use your notes during Part 1. The teacher collects the card and your notes before the General conversation. |
| Marking | Communication (10): answering all questions clearly, developing answers, giving and explaining an opinion. Language (5): accuracy, subordinate clauses and some complex language. |
2. The 10-minute preparation routine
| Time | What to do | What to write |
|---|---|---|
| 0:00-1:00 | Read the topic and the three questions. Underline the question words (*what, where, why, tell me about*). | Nothing yet: just think. |
| 1:00-3:00 | Study the photo. Use the 6-point formula below: overview, people, actions, place, feelings, guess. | Key words: *family, terrace, lanterns, grandfather pouring tea, excited, Ramadan?* |
| 3:00-5:00 | Plan Question 2 with A-R-E: answer, reason, example. Choose a real past experience. | *Eid → grandparents' house in Tanta, new clothes, prayer, big lunch, cousins, last year: lost my shoe!* |
| 5:00-7:00 | Plan Question 3 (usually the opinion question): your opinion + two reasons + an example + one sentence on the other side. | *Yes: 1 identity 2 family time · e.g. cousins · BUT some find them tiring* |
| 7:00-9:00 | Predict the unseen questions. Think: past experience? future plans? another country? young people vs older people? what would you change? | One key phrase for each: *future → online celebrations, but food stays* |
| 9:00-10:00 | Read your notes quietly. Practise your first sentence for each question in your head. | Circle the words you want to use. |
Write key words and short phrases, not full paragraphs. The examiners have reported that students who read prepared sentences sound less natural, and some students prepared the photo well but gave brief answers to the other questions. Short notes keep you looking up and speaking, and leave time to prepare every question. Your notes can be in any language, but English key words help you most.
3. How to describe any photo: the 6-point formula
| Point | What to say | Useful language |
|---|---|---|
| 1 Overview | One sentence: what the photo shows in general. | *This photo shows… / In this photo I can see… / It looks like a photo of…* |
| 2 People | Who they are, how many, age, what they are wearing. | *There are about six people… / a man who looks about sixty… / a boy in a blue T-shirt* |
| 3 Actions | What they are doing: use the present continuous. | *He's pouring… / they're carrying… / she's smiling at…* |
| 4 Place | Where it is, plus the foreground and background. | *In the foreground… / in the background… / on the left/right… / in the middle… / behind them…* |
| 5 Feelings and atmosphere | How the people feel and what the mood is: the best students always do this. | *They look excited / relaxed / proud / focused. The atmosphere seems warm and cheerful.* |
| 6 Guess | What may be happening, or what happened before / will happen next. | *I think… / It might be… / They're probably… / Maybe they have just… / I imagine that later they will…* |
*There is a table. There is a lamp. There is a man.* is a list, not a description, and it uses one structure only. Link your sentences: *There's a long table covered with food, and an older man, who might be the grandfather, is pouring tea while the children watch him.*
4. Typical question patterns
| Pattern | Example wording | How to answer |
|---|---|---|
| Describe the photo | *What can you see in the photo?* | Use the 6-point formula in 50-80 words, and finish with a guess or feeling. |
| Your preference / habit | *Where do you like to…? What do you usually…?* | Answer + reason + an example from your life (past tense). |
| Your past experience | *Tell me about a time when… / Tell me about the last time you…* | Narrate: when, where, who, what happened, how you felt. Past simple and past continuous. |
| Opinion with reason | *Why is it important to…? What are the benefits of…? Is it better to… or…?* | Clear opinion + two reasons + example + (optional) the other side. |
| Future / hypothetical | *What would you like to…? How will… change in the future?* | *I'd like to… because… / I think… will… / If I could…, I would…* |
5. The two unseen questions
You do not know which two of the eight questions you will get, but they are always on the same topic as your card. They usually test the same skills: a past experience, a future plan, a hypothetical idea, or a wider opinion (young people, society, other countries). That is why minutes 7-9 of your preparation are so valuable.
- Listen to the question word and tense: *Have you ever…?* (experience) · *Would you…?* (hypothetical) · *Will…?* (future) · *Do you think…?* (opinion).
- If you need a moment, use a natural filler: *That's an interesting question. Let me think…*
- If you do not understand, ask: *Sorry, could you repeat that, please?* You are not penalised if you then answer well.
- Still use A-R-E. Even a 3-sentence answer with a reason and an example is much better than *Yes, I think so.*
- دقيقتان لوصف الصورة: من؟ أين؟ ماذا يفعلون؟ ما شعورهم؟ ماذا تتوقع؟
- دقيقتان لكل سؤال من السؤالين الثاني والثالث: إجابة + سبب + مثال من حياتك.
- دقيقتان لتوقّع السؤالين غير المكتوبين (ماضٍ، مستقبل، لو…، رأي عن الشباب أو المجتمع).
- اكتب كلمات مفتاحية فقط وليس جملاً كاملة، ولا تكتب على الكارت نفسه.
6. Model photocard · Theme 1: Identity and culture (Customs and festivals)
A large family is sitting round a long table on a rooftop in the evening. Colourful lanterns hang above them. An older man in the middle is pouring tea from a big pot and smiling. Plates of food cover the table. Two small boys at the front are holding little lanterns and laughing. In the background you can see the lights of other buildings.
- Card question 1: What can you see in the photo?
- Card question 2: How do you celebrate special occasions with your family?
- Card question 3: Why are festivals important for young people?
- Unseen-style question A: Do you think festivals will be celebrated differently in the future?
- Unseen-style question B: Would you like to experience a festival in another country? Why?
In this photo I can see a big family having dinner together on a rooftop in the evening. In the middle there's an older man, probably the grandfather, who's pouring tea and smiling. Above them there are colourful lanterns, so I think they're celebrating Ramadan or another festival. The two boys at the front are holding small lanterns and laughing. The atmosphere looks warm and really cheerful.
- Covers all six points: overview, people, actions, place, feelings, guess.
- Present continuous for actions (*is pouring, are holding*) and a relative clause (*who's pouring tea*).
- *so I think they're celebrating…*: a deduction, which shows the student is interpreting, not just listing.
- Ends with the atmosphere, the detail the examiners say the best students include.
For Eid, we always travel to my grandparents' house in Tanta. We wake up very early, go to the prayer, and then the whole family has a huge lunch together. Last Eid was especially memorable, because my uncle came back from Saudi Arabia after two years, and my grandmother cried when she saw him. Next year I'm hoping we'll celebrate at our new flat, since it's bigger.
- A-R-E: habit (present) → a specific memory (past) → a plan (future): all three time frames.
- Subordinate clauses: *because my uncle came back…*, *when she saw him*, *since it's bigger*.
- Personal, specific details (Tanta, the uncle) make it sound natural, not memorised.
In my opinion, festivals are really important for young people for two reasons. First, they remind us of our identity and our traditions, which is easy to forget when we spend so much time online. Second, they bring families together. For example, I only see some of my cousins at festivals. Having said that, some teenagers find the visits tiring, which I can understand.
- Clear opinion signposted (*In my opinion… for two reasons. First… Second…*): the explained opinion needed for Level 5.
- Example from personal life supports the second reason.
- *Having said that…* shows the other side: a mature, developed answer.
- Complex language: *which is easy to forget when we spend so much time online*.
Yes, I think some things will definitely change. Already, many families send greetings on WhatsApp instead of visiting each other, and I imagine that will increase. However, I don't think the important parts, like eating together or giving presents to children, will disappear, because people need those moments. If they did disappear, I would feel that we had lost something special.
- Future forms (*will change, will increase*) and a second conditional (*If they did disappear, I would feel…*).
- Contrast with *However*, plus a reason with *because*.
- A wider view (society), not only the student's own family.
Absolutely. I'd love to see the Lantern Festival in China, because I've seen photos of thousands of lanterns floating into the sky, and it looks magical. I'm also curious about how other people celebrate, as I've only ever experienced Egyptian festivals. If I had the chance, I'd go with my older brother, since he loves photography and he'd take amazing pictures.
- Hypothetical language: *I'd love to…*, *If I had the chance, I'd…*.
- Present perfect for experience (*I've seen…*, *I've only ever experienced…*).
- Two reasons and a personal detail: fully developed in under 70 words.
7. Model photocard · Theme 2: Local, national, international and global areas of interest (Charity and voluntary work)
Five teenagers in matching green T-shirts are working in a community hall. Two of them are filling cardboard boxes with bags of rice, pasta and bottles of oil from a long table. A tall boy on the right is carrying a full box towards the door. On the wall behind them there is a banner with a heart on it. Everyone looks busy, and one boy is laughing at something his friend said.
- Card question 1: What can you see in the photo?
- Card question 2: Tell me about a time when you helped other people.
- Card question 3: Should all teenagers do voluntary work? Why / why not?
- Unseen-style question A: What charity would you like to support in the future?
- Unseen-style question B: How can schools encourage students to help others?
This photo shows a group of teenagers volunteering in what looks like a community hall. They're all wearing the same green T-shirts, so they're probably part of a charity team. Two of them are packing rice and oil into boxes, while a tall boy on the right is carrying a heavy box to the door. I think the boxes are for poor families. Although they're working hard, they look cheerful.
- *what looks like*, *so they're probably…*, *I think…*: confident guessing.
- *while* and *Although* create complex sentences in a simple description.
- Feelings at the end (*they look cheerful*) and the purpose of the activity (*for poor families*).
Last Ramadan, my friends and I helped a local charity prepare food boxes for families in our area. We spent three evenings packing sugar, lentils and oil, and on the last day we delivered the boxes with the charity's van. I was exhausted, but when an old man thanked us with tears in his eyes, I realised how much a small effort can mean.
- A clear narrative in the past simple: when, who, what, result.
- Detailed and specific (three evenings, lentils, the van): narration that Communication rewards.
- Ends with a reflection (*I realised how much…*), turning a story into a developed answer.
I think every teenager should try it, but I'm not sure it should be compulsory. On the one hand, volunteering teaches responsibility and helps you understand other people's lives. On the other hand, if students are forced to do it, they might not take it seriously. That's why I'd prefer schools to offer lots of choices, so that everyone can find something they really care about.
- A balanced, explained opinion. *On the one hand… On the other hand…* is top-band opinion language.
- Conditional (*if students are forced…, they might…*) and purpose clause (*so that everyone can…*).
- A practical conclusion (*That's why I'd prefer…*).
In the future, I'd like to support a charity that builds schools in villages. My father grew up in a village near Minya, and he had to walk five kilometres to school every day. If more children had a school nearby, fewer of them would leave education early. When I start working, I'm planning to give a small part of my salary every month.
- Future plans (*I'd like to…*, *When I start working, I'm planning to…*).
- A reason based on family history (past tense): natural and personal.
- Second conditional with a comparative (*fewer of them would leave…*).
I think schools could do much more. For example, they could organise a charity week every term, where each class chooses a cause and raises money for it. Teachers could also give certificates for volunteering, which would look good on university applications. At my school, we collected clothes for refugees last winter, and nearly everyone took part because it was well organised.
- Modal verbs for suggestions (*could organise, could also give*).
- Relative clauses (*where each class chooses…*, *which would look good…*).
- A real past example proves the point: reason plus evidence.
8. Model photocard · Theme 3: Current and future study and employment (Jobs, career choices and ambitions)
A teenage boy in blue overalls is standing next to a car in a garage. The bonnet is open. An older mechanic is pointing at the engine and explaining something, and the boy is listening carefully and holding a spanner. Tools hang on the wall behind them, and another car is raised up in the background.
- Card question 1: What can you see in the photo?
- Card question 2: What job would you like to do when you finish your education?
- Card question 3: Is it better to have a job you enjoy or a job that pays well?
- Unseen-style question A: Tell me about the job of someone in your family.
- Unseen-style question B: What are the advantages of doing work experience while you are at school?
In this photo there's a teenage boy in blue overalls in a car garage. He's standing next to a car with the bonnet open, and an older mechanic is pointing at the engine and explaining something to him. The boy is holding a spanner and listening really carefully. I imagine he's doing work experience, because he looks young and a bit nervous, but also interested.
- Clear location language (*in a car garage, next to a car*) and present continuous.
- A reasoned guess: *I imagine he's doing work experience, because…*.
- Mixed feelings (*a bit nervous, but also interested*): the kind of detail that lifts a description.
I'd really like to become a civil engineer, because I've always been fascinated by bridges and big buildings. When I was twelve, my uncle took me to see the construction of a new bridge in Cairo, and I couldn't believe how many people worked together on it. To achieve this, I'm going to choose maths and physics next year and apply to Cairo University.
- Ambition + reason + a past experience + a concrete future plan: perfect A-R-E with all time frames.
- Present perfect (*I've always been fascinated*) and an infinitive of purpose (*To achieve this…*).
- Specific details make the answer convincing and natural.
For me, enjoying your job is more important, because you spend most of your life at work, and being unhappy every day would be terrible. However, I understand that money matters, especially if you have a family to support. Ideally, I'd choose a job I love that also pays reasonably well. My cousin left a well-paid bank job to become a chef, and he's never been happier.
- Clear opinion with reason, then the other side (*However…*), then a balanced conclusion (*Ideally…*).
- Gerund subject (*being unhappy every day would be…*): complex language.
- A real example supports the opinion, with the present perfect (*he's never been happier*).
My mother is a pharmacist, and she works in a hospital in Heliopolis. She checks prescriptions, gives advice to patients and makes sure that medicines don't cause problems together. It's a demanding job, because the shifts are long and she sometimes works at night. Last year she was promoted to head of her department, and we were all very proud of her.
- Present simple for routine, past simple for a recent event (*was promoted*).
- Noun clause (*makes sure that medicines don't…*) and a reason clause.
- A personal reaction (*we were all very proud*) adds feeling.
I think there are several advantages. First of all, you discover what a job is really like, which helps you choose the right career. You also learn skills that school doesn't teach, such as dealing with customers. Last summer, I spent two weeks in my uncle's pharmacy, and I realised I'd rather work with machines than with people, which was useful to know.
- Ordered reasons (*First of all… also…*) and examples (*such as…*).
- *I'd rather… than…*: an advanced structure used naturally.
- A past experience that proves the opinion, ending with a reflection.
9. Why these answers score
| Mark criterion | What the examiner wants | Where you see it in the models |
|---|---|---|
| Communication: answer all questions clearly | Every question gets a relevant, understandable answer. | All 15 answers start by answering the exact question in the first sentence. |
| Communication: develop most answers | Answers go beyond one sentence with reasons, details and examples. | Every answer follows A-R-E and has at least one reason and one example. |
| Communication: give and explain an opinion | At least one clear opinion with reasons. | Card question 3 on each card: *In my opinion… for two reasons… On the other hand…* |
| Language: subordinate clauses | *because, when, although, which, who, if, so that* | Used in every answer (e.g. *who's pouring tea*, *Although they're working hard*). |
| Language: some complex language | Conditionals, present perfect, *I'd rather*, gerund subjects, relative clauses. | *If I had the chance, I'd…*, *being unhappy every day would be terrible*, *I'd rather work with machines*. |
| Language: accuracy | Mostly accurate English. Small slips are acceptable. | Simple, correct grammar is used for most sentences, and complex structures are used only where they fit. |
10. Common mistakes in the Photocard
| Mistake | Fix |
|---|---|
| Describing the photo in one sentence | Use all six points; aim for 50-80 words. |
| Spending the whole 10 minutes on the photo | Two minutes on the photo, and the rest on the other questions and the unseen ones. |
| Reading full sentences from notes | Key words only. Look at the teacher while you speak. |
| Giving an opinion without a reason | Always add *because…* and an example. |
| Answering only in the present tense | Add a past example and a future plan. |
| Panicking at the unseen questions | Use a filler, then A-R-E. Ask the teacher to repeat if necessary. |
- وصف الصورة بجملة واحدة فقط: صِف الأشخاص والمكان وما يفعلونه ومشاعرهم وتوقعاتك.
- إعطاء رأي بدون سبب: قل دائماً because ثم مثالاً من حياتك.
- قراءة الجمل من الورقة: اكتب كلمات مفتاحية وانظر إلى المعلم أثناء الكلام.
11. Practise with these cards
Use the 10-minute routine with a timer. Record yourself answering, then listen and check: did you answer every question, develop it with A-R-E, and use past, present and future?
Practice card (Theme 1: Technology in everyday life). Photo: three teenagers on a sofa, each looking at a phone, with a plate of untouched food on the table. Questions: What can you see in the photo? · How do you use your mobile phone in a typical day? · Do young people spend too much time on their phones?
Show answer
Plan: Photo: three teens, sofa, living room, each on phone, not talking, food untouched → bored? ignoring each other? · Q2: morning alarm + news, school group chat, revision app, evening messages with cousins · last week: used maps to find a new club · Q3: Yes, mostly: 1) less sleep 2) less face-to-face talk, e.g. at family dinners · BUT phones help with study and safety · future: I'll keep my phone out of my bedroom.Practice card (Theme 2: Healthy and unhealthy living). Photo: a young man jogging along the Nile at sunrise, earphones in, a water bottle in his hand. Questions: What can you see in the photo? · What do you do to stay healthy? · Why do some young people have unhealthy lifestyles?
Show answer
Plan: Photo: young man, running, riverside, early morning (sunrise), earphones, water bottle → determined, peaceful · Q2: football twice a week, walk to school, fewer fizzy drinks · last month: stopped energy drinks before exams, slept better · Q3: 1) screens and late nights 2) cheap fast food, delivery apps 3) exam stress → no time · if I were the minister, I'd build more free sports pitches.Practice card (Theme 3: Life at school). Photo: students in white lab coats doing a science experiment while a teacher watches and smiles. Questions: What can you see in the photo? · Tell me about a school trip or event you enjoyed. · What makes a good teacher?
Show answer
Plan: Photo: science lab, four students, lab coats, safety glasses, mixing liquids, teacher watching → focused, curious · Q2: Year 8 trip to the Grand Egyptian Museum: coach, guide, Tutankhamun's treasures, felt proud · Q3: patient + explains clearly + makes lessons fun, e.g. my physics teacher uses experiments · future: I'd like to teach part-time one day.
All pages in this course
Start here: the exam
Reading (9280/R)
- The Reading Paper (9280/R)
- Reading: Every Question Type
- Reading: Vocabulary in Context
- Reading: Full Practice Paper
Writing (9280/W)
- The Writing Paper: Complete Guide
- Question 1: Picture Description
- Question 2: Letters and Emails (How to Get 12/12)
- Question 3: Blog and Diary Entry
- The Article (Question 3 and Question 4)
- The Report (Question 3)
- Extended Writing (Question 4)
Listening (9280/L)
Speaking (9280/S)