B1 Preliminary for Schools: Build stronger writing and speaking answers
A longer answer is not automatically a better B1 answer. In B1 Preliminary for Schools, often called PET, the student needs to respond to what another person asked, support an opinion with a reason and example, and react to a speaking partner. Counting words or filling a minute of silence can hide those missing steps. A useful practice session therefore begins with a purpose: What must the reader know, and what must the partner be able to do next?
Know the four components before planning practice
The official Cambridge English format gives B1 Preliminary for Schools a six-part Reading component of 45 minutes, a two-part Writing component of 45 minutes, four Listening parts and four Speaking parts. Writing Part 1 is an email of about 100 words responding to an email and notes. Part 2 offers a choice between an article and a story, also about 100 words. Speaking covers an interview, a description of a colour photograph, a collaborative discussion and a wider conversation. Candidates work face to face with one or two other candidates and two examiners.
The Cambridge for Schools FAQ explains that “for Schools” changes the relevance of topics for school-age learners, not the CEFR level or exam format. It sets no specific age limit. This matters when a family considers B1 because friends are taking it: level choice should be based on reading, listening, writing and speaking examples, not only a year group.
Convert every email note into an answer
Use this original practice situation: A friend asks your child to help organise an environmental event. Their email asks which activity to choose, who will do each job, and what everyone should bring. Before writing, mark those three requests in different colours. Give each one a line in a short plan: greeting; suggested activity and reason; jobs; supplies; close. The word limit then becomes room to organise information rather than a target to inflate with unrelated sentences.
A model fragment could begin, “I suggest a river clean-up because the path near school is full of plastic.” It might continue, “Maya can make posters while I ask teachers to join. Could you bring gloves?” Ask the student to read the finished email as the friend: Do all three questions have answers? Is the plan possible to follow? Does the reason support the choice? If one request is absent, point to the note in the prompt and ask for a revision. Keep the first draft to see whether the child can correct the next email independently.
Give articles evidence and stories movement
An article prompt about screen time needs a position, a reason, a concrete example and a conclusion. “Phones are bad” is a position without support. “I silence notifications while studying because interruptions make homework take longer; last week I finished my science project before dinner” gives a behaviour and evidence. A short sentence acknowledging another view can also help organise the argument: “Games can keep friends connected, so I do not avoid screens entirely.” This is a writing exercise created for this guide, not an official exam item.
A story needs a different plan. Imagine a student finding a lost compass at a museum. Establish who is there and what they are doing; introduce the problem; describe what changes; then show the result. Time links such as “at first,” “suddenly” and “in the end” can clarify movement, but a pile of advanced words cannot replace a sequence of events. Let your child write an article and a story on different days, then compare which type they can structure more independently. In the exam they choose one Part 2 task, so a real choice deserves evidence.
Use visual evidence in the photograph task
For Speaking Part 2, begin with the main scene: “Two students are preparing a poster.” Add visible details such as where the people are, what they hold, and what each seems to be doing. A careful inference may follow: “They might be planning a school event.” Repeat adjectives like “nice” and “beautiful” less; describe more of what is actually visible. Try once without a timer, then use a fresh photograph for an approximately one-minute turn. If your child stops, prompt with “Who is doing what?” instead of supplying the answer.
After the attempt, ask the student to mark one moment where they gave a visible detail and one moment where they made an inference. Can a listener distinguish them? This is a useful self-check because talking for the required time is easier when each added sentence contributes new information. Save a short note rather than asking the child to memorise a speech for an unknown image.
Practise a shared decision, not a solo speech
For an original Part 3-style exercise, imagine a club with a small budget choosing among a poster campaign, short video, visiting speaker and exhibition. One person suggests an option; the other offers a different one. The student should restate the partner’s useful point, discuss an advantage and limitation, and help reach a decision. “A video could reach more students. I see why you like an exhibition, but we have little space. Shall we make the video?” shows listening and negotiation. Merely repeating “I want a video” does not.
A tutor in a one-to-one session can play the discussion partner so that the student practises taking turns. Flalingo’s own teacher-led B1 materials include reasoned articles on screen time, collaborative decisions about an environmental project and fact-checking a misquoted statement. The English-for-kids guide offers a path to discuss writing and speaking samples with a teacher; the materials overview shows the kind of tasks in the learning sequence. Bring the first email, one article or story, and a note on how the student handled a partner’s suggestion.
Measure one week of progress
On Monday, underline the three requests in an email prompt. On Tuesday, draft the reply. On Wednesday, revise only one missing content point and one language point. On Thursday, describe a new photograph. On Friday, decide between two activities with a partner. At the end, check three observable changes: Did the email cover every request? Did an opinion include a reason and example? Did the student respond to the other person? Those observations identify the next lesson more clearly than “do more speaking.”
Common questions
Must students write both an article and a story in the exam?
No. Part 2 is a choice. Learn both formats before selecting the stronger response.
Is 100 words an exact target?
Cambridge says “about 100 words.” Complete the task and organise the answer before counting.
Can a student practise speaking alone?
Photo description and personal answers can be rehearsed alone; collaborative discussion needs another person.
Sources checked 27 September 2026: Cambridge B1 Preliminary for Schools format and for Schools FAQ.
Discuss your child’s work with a teacher
Keep the first writing sample and any exam notice you have received from the school. When exploring Flalingo’s teacher-led programmes, share the particular skill your child needs to practise: Programme for ages 9–12 · Programme for ages 13+.
Age is a starting point; exam level and lesson suitability also depend on the skills your child can use independently.
Related Cambridge preparation articles
Flalingo Team is a team of experienced teachers. Our aim is to share the most up-to-date information and expert analyses about online English language learning with our readers. Our mission is to guide you on your English learning journey with data-driven content.
English with Flalingo
Learning English with Flalingo means progressing with an intelligent system that works in an integrated manner.