How to use these 30 tasks
This page holds 30 VSTEP Speaking practice tasks, ten for each of the three parts, arranged as ten full mock tests that each run about 12 minutes. Every task starts with the Vietnamese instruction line exactly as the ULIS format PDF words it, then gives the task in English, a practice timer, a follow-up line so a study partner can play the examiner, a B2 model answer written by TalkDrill, and an examiner note naming the official criterion the task leans on most. ULIS is the University of Languages and International Studies at Vietnam National University, Hanoi, which runs the VSTEP testing centre at vstep.vnu.edu.vn and publishes the format this bank follows. The tasks are ours, not official VSTEP items, and the models are one good route through each task, not scripts to learn.
The order matters. Record your own answer first, with the timer running and no notes beyond what the planning minute allows. Score the recording with the self-check sheet below. Only then open the model and the note. Candidates who read the model first end up practising reading, not speaking, and the test asks for speaking.
- Speaking is 12 minutes in 3 parts (ULIS test format page).
- Part 1: answer 3 to 6 questions on 2 topics. Part 2: a situation with three suggested solutions; choose the best and argue against the other two. Part 3: a talk on a topic with suggested ideas or your own, then follow-up questions.
- Five marking criteria for Speaking: grammar, vocabulary, pronunciation, fluency, and content and organisation (ULIS criteria summary).
- Final score out of 10: 4.0 = B1, 6.0 = B2, 8.5 = C1 (ULIS scores and levels page).
- At ULIS the test is taken on computer (14 November 2026 notice).
- Our models are pitched at B2, the target for students whose graduation standard is B2 and for many postgraduate applicants. Our timers are our own split of the 12 minutes.
The 12-minute flow and the timer we use
ULIS publishes one time for the whole Speaking test, 12 minutes, and a description of each part. Neither its English format page nor its Vietnamese format PDF gives a time for each part or says how long you have to plan. So every timer on this page is TalkDrill's split of the official 12 minutes, labelled as ours. It adds up to 12, it gives the two longer parts a planning minute, and it is strict enough that a candidate who can finish inside it will not be rushed on the day. On test day, follow the instructions on the screen, not our numbers.
| Part | Official task (ULIS test format page) | Vietnamese wording (ULIS format PDF) | Our practice timer |
|---|---|---|---|
| 1. Social interaction | Answer 3 to 6 questions on 2 topics. | Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau. | 3 minutes for six answers, about 25 seconds each. |
| 2. Solution discussion | A situation with three suggested solutions; give your own opinion of the best one. | Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại. | 1 minute to plan, then up to 3 minutes. |
| 3. Topic development | A talk on a topic with suggested ideas or your own ideas; follow-up questions at the end. | Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. | 1 minute to plan, about 3 minutes to talk, about 1 minute of follow-ups. |
Notice the extra clause in the Vietnamese Part 2 wording: phản biện các giải pháp còn lại, argue against the remaining solutions. The English page only says to give your opinion of the best one. Every Part 2 model below does both, because the fuller wording is the safer one to prepare for.
Why practise against a clock at all? Because two of the five official criteria reward length that is used well. The fluency criterion includes khả năng nói các đoạn dài, the ability to speak in long stretches, and the content criterion includes khả năng mở rộng ý, the ability to develop ideas. A Part 3 talk that ends after 90 seconds gives the marker half the evidence. For reference, by our own count the B2 models in this bank run about 23 to 43 words per Part 1 answer, about 265 to 280 words per Part 2 answer and about 270 to 315 words per Part 3 talk, plus about 60 to 90 words for two follow-up answers. That is what a calm, unhurried pace produces in our timers.
How VSTEP Speaking is marked: the five ULIS criteria
ULIS links a short Word document from its format page, "Khái quát tiêu chí chấm bài thi Nói VSTEP.3-5" (a summary of the Speaking marking criteria). We downloaded and read it on 21 October 2026. It names five criteria and what each one measures. The first two columns below are that document, translated; the third is what we listen for when we mark a practice recording, and it is our judgement, not ULIS's. ULIS does not publish weights for the criteria, band descriptors for each one, or how they combine into the Speaking score, so we do not guess at any of those.
| Criterion (ULIS) | What it measures (ULIS, translated) | What we listen for in a practice recording (TalkDrill) |
|---|---|---|
| Ngữ pháp (grammar) | The accuracy and range of grammatical structures. | Tense matched to time (past for a finished trip, present perfect for a change still going on), plural and past endings actually pronounced, at least one conditional or comparative per long answer. |
| Từ vựng (vocabulary) | The accuracy and range of vocabulary on the topics tested; the accuracy and range of idioms and fixed phrases. | Precise topic words instead of "good" and "bad"; collocations such as "heavy traffic", "a steady income", "keep traditions alive"; no word-for-word translation of Vietnamese sayings. |
| Phát âm (pronunciation) | The accuracy and clarity of sounds; the accuracy of word stress; appropriate, effective sentence stress and intonation. | Final consonants and clusters ("texts", "asked", "friends"), stress on the right syllable ("deVELop", "ecoNOMic"), and a voice that rises and falls instead of giving every word the same weight. |
| Độ lưu loát (fluency) | How smoothly the speech flows; the ability to speak in long stretches. | No silence longer than about three seconds, no restarting sentences from the beginning, and enough to say: a Part 3 talk that fills the time. |
| Bố cục nội dung (content and organisation) | How relevant the answer is; the ability to develop ideas; the range, accuracy and appropriateness of linking devices. | The first sentence answers the question; each idea gets a reason and an example; signposts such as "the main reason is", "on the other hand", "to sum up" are used correctly, not stacked. |
The level you are aiming at is described in the same ULIS format PDF. Level 4 (B2) includes communicating fluently and naturally enough that regular exchanges with native speakers cause no strain for either side. The same description ends with explaining a viewpoint on a topical issue and setting out the advantages and disadvantages of different options; ULIS writes that line about texts, but it is exactly the skill Part 2 tests in speech. Level 5 (C1) adds expressing yourself fluently and spontaneously without obvious searching for words. For the score bands themselves, and how the four skills combine into one final score, read our VSTEP score guide.
Run a full mock at home
Each of the ten sets below is one complete Speaking test: one Part 1 task, one Part 2 task and one Part 3 task, in that order. Set 1 is tasks P1-01, P2-01 and P3-01, and so on. Here is how to run a set so that it tells you something true.
- Set up like the test. At ULIS the test is computer-based, so you will be speaking to a screen, not to a person. Put your phone on a stand, start a voice recording, and keep a visible timer. A quiet room, no notes, no dictionary.
- Read one part at a time. Do not read ahead to Part 2 while you answer Part 1. On the day you will not see the later parts early either.
- Part 1: answer all six questions in about 3 minutes, without stopping the recording between them. Two or three sentences each.
- Part 2: one minute to plan with keywords only (a three-row grid of the options is enough), then speak for up to three minutes. Say your choice in the first two sentences.
- Part 3: one minute to plan around the mind map, about three minutes of talk, then the follow-up questions. If you have a partner, they read the follow-ups aloud; if not, read them yourself with the model covered.
- Score before you look. Listen back once, fill in the self-check sheet, then open the models and the notes. Re-record your weakest part the next day.
Want a second voice in the room? TalkDrill's IELTS Speaking practice runs a full three-part speaking test out loud with a timed planning minute and an estimated IELTS band across fluency, vocabulary, grammar and pronunciation. It is not a VSTEP score, and the tasks are IELTS-shaped, but those four areas overlap with four of the five ULIS criteria, and it is a fast way to get unseen questions. For Part 2 practice against someone who pushes back on your choice, the debate scenarios in role-play practice train the same "choose, defend, reject" move.
The self-check sheet
Use this after every set. The five rows are the five ULIS criteria; the questions under them are ours. Answer yes or no from the recording, not from memory.
| Criterion | Ask yourself (TalkDrill) | If the answer is no, do this next |
|---|---|---|
| Content and organisation | Did my first sentence answer the question? In Part 2, did I name my choice early and reject both other options? In Part 3, did every branch get a reason and an example? | Replay the same task tomorrow and say the answer in the first sentence before anything else. |
| Fluency | Any silence over three seconds? Did my Part 3 talk reach about three minutes? Did I restart sentences? | Practise the Part 3 talk with a one-word outline only, so you speak from ideas, not sentences. |
| Grammar | Did my tenses match the time? Did I use at least one conditional and one comparative in Parts 2 and 3? Were plurals audible? | Write out the three sentences that went wrong and say each correctly five times. |
| Vocabulary | Did I use one precise topic word or fixed phrase per answer, or only "good", "bad", "very"? | Take five phrases from the model and use each in a new sentence of your own today. |
| Pronunciation | Could a stranger hear the last sound of "texts", "asked", "friends"? Did my voice fall at the end of statements? | Ten minutes on final consonant clusters and -ed endings with word-level scoring. |
Four or five yeses on a set is a good sign that you are working at the level the models show. Two or fewer means do the same set again in two days before moving on; new tasks will not fix a habit that the old ones exposed. Northern, central and southern speakers tend to lose different final sounds, and our page on Vietnamese pronunciation errors in VSTEP Speaking sorts them by region with drills.
Set 1: Hometown and free time; where a new student should live; the benefits of reading
Tasks P1-01, P2-01, P3-01. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-01: Your hometown; Free time
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Your hometown
1. Where is your hometown, and what is it known for?
2. What do you like most about living there?
3. How has your hometown changed in the last few years?
Topic 2: Free time
4. What do you usually do in your free time?
5. Do you prefer to spend your free time alone or with other people? Why?
6. Is there a new hobby you would like to try?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up (a practice extension for an answer that is too short): "You said the traffic has become heavier. What do people in your town do about it?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. I come from Huế, in central Vietnam. It is best known for the old citadel and the royal tombs along the Perfume River, and of course for bún bò Huế, which is spicier than most people expect.
2. What I like most is how calm it is. People walk more slowly, my neighbours have known me since I was a child, and in the evening you can sit by the river without hearing a single horn.
3. It has changed quite a lot. There are many more hotels and coffee shops now, and the roads near the centre have been widened. The downside is that the traffic has become much heavier, especially during festivals.
4. On weekdays I usually listen to podcasts or watch football highlights after class. At weekends I go for coffee with my roommates, and sometimes we cycle around the lake early in the morning, before it gets too hot.
5. I prefer being with other people, because I spend most of the week studying on my own. Talking to friends helps me relax. Still, I need a quiet evening now and then just to read or sleep.
6. Yes, I would really like to learn the guitar. A friend of mine plays at parties and everyone joins in. I have watched a few online lessons, but I think I need a real teacher to stop repeating the same mistakes.
Examiner note: Content and organisation (relevance), and fluency. Each answer needs a direct answer plus one reason or detail, two or three sentences, then stop. The usual loss on this set is question 3: candidates answer "how has it changed" in the present simple ("It have more shops"), so the change never sounds like a change. Use "has become", "there are now", "used to be".
P2-01: Where should a new student live?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Your friend Lan has just got a place at a university in Hanoi. She is from a small town and is deciding where to live in her first year. There are three options:
Option 1: live in the university dormitory
Option 2: rent a room with two friends from her hometown
Option 3: live with her aunt, who lives about ten kilometres from the campus
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up (not an official Part 2 step; use it if you finish early): "What should Lan do if the dormitory is full?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Lan has three choices: the dormitory, a rented room with friends, or her aunt's house. In my opinion, the dormitory is the best choice, at least for her first year.
The main reason is location. The dormitory is on campus, so she can walk to class in five minutes instead of riding through rush-hour traffic. That saves time and money every day, and she will never miss an early lecture because of a traffic jam. The second reason is people. In the first year everyone is new, and the dormitory is where study groups and clubs begin. For a student from a small town, that kind of support matters a lot.
So why not rent a room with friends? It is true that she would have more freedom and probably a nicer room. However, renting in Hanoi is expensive once you add electricity, water and a deposit, and she would have to sign a contract before she even knows the city. If one friend moves out, the other two have to pay more. I think this option suits the second or third year better, when she knows which area she likes.
Living with her aunt is the cheapest option, and her parents would feel reassured. The problem is distance. Ten kilometres in Hanoi can take forty minutes at peak times, and she might feel she has to follow the family's rules and come home early. That would make it hard to join evening activities and make friends.
So, all things considered, I would recommend the dormitory. It is cheap, safe and close to everything she needs. If she finds it too noisy, she can move into a shared room next year.
Examiner note: Content and organisation (relevance to the task). The format PDF says you must give your opinion on the best solution and argue against the other two ("phản biện các giải pháp còn lại"). The usual loss is three equal descriptions with a choice added in the last sentence. Say your choice in the first two sentences, give it two reasons, then give each rejected option one fair point and one flaw.
P3-01: Reading books brings many benefits
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Reading books brings many benefits.
Mind map: knowledge | imagination and empathy | relaxation | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Do young people read less than in the past?
- Are e-books better than printed books?
- Should schools make students read more books?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Today I would like to talk about the benefits of reading books. I will focus on knowledge, imagination and relaxation, and then add one idea of my own.
The first and most obvious benefit is knowledge. A good book goes much deeper than a short video. For example, last year I read a book about the Mekong Delta, and I learnt more about how a river shapes people's lives than I had in years of school geography. Books are also written slowly and checked carefully, so the information is usually more reliable than what we see on social media.
The second benefit is imagination. When you watch a film, the director decides what everything looks like. When you read a novel, you build the characters and places in your own head. I think this also makes readers more understanding, because they spend hours inside the mind of someone very different from themselves, such as a fisherman, a soldier or a girl growing up in another country.
Third, reading helps us relax. After a day of lectures and messages, half an hour with a book before bed calms me down far more than scrolling on my phone. There are no notifications and no adverts, just one story.
Finally, I would add that reading improves our language. Most of my English vocabulary came from simple English readers, not from word lists, because I saw each word used in a real sentence several times.
To sum up, books give us knowledge, imagination, rest and better language. That is why I try to read a few pages every day, even in the exam season.
Follow-up 1: I think they read just as much, but in a different way. They read messages, comments and short articles all day. What has really fallen is reading long texts, because short videos compete for the same free time.
Follow-up 2: E-books are better for carrying many books and for reading at night, and they are often cheaper. For studying, though, I still prefer paper, because I remember more when I can see where something is on the page.
Examiner note: Content and organisation (developing ideas). The talk is marked on development, so each branch of the mind map needs a point, a reason and an example, not just a sentence. Signpost the plan in the first ten seconds ("I will focus on...") and the marker can follow you. The usual loss is reading the three ideas aloud as a list and finishing in one minute.
Set 2: Studies and mornings; spending a class prize; learning a foreign language
Tasks P1-02, P2-02, P3-02. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-02: Your studies; Mornings
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Your studies
1. What do you study, and why did you choose it?
2. What is the most difficult part of your course?
3. What do you plan to do after you graduate?
Topic 2: Mornings
4. What time do you usually get up?
5. What do you normally have for breakfast?
6. Is it better to study in the morning or at night? Why?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said speaking is harder for you than reading. Why do you think that is?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. I am a third-year accounting student at a university in Hanoi. I chose it because my mother runs a small shop, and I saw how much she needed someone she could trust with the numbers.
2. Honestly, the hardest part is English. The textbooks are getting easier for me, but I still need a certificate to graduate, and speaking for twelve minutes in English makes me nervous.
3. I hope to work for an auditing firm for a few years to get experience. After that, I would like to do a master's degree, possibly abroad if I can win a scholarship.
4. During the semester I get up at about six, because my first class starts at seven. At weekends I let myself sleep until eight, but my body usually wakes me up earlier anyway.
5. Usually something quick, like a bánh mì from the stall near my dormitory or a small packet of sticky rice. On Sundays, when I have more time, I go out for phở with friends.
6. For me, the morning is better. My mind is clearer and the dormitory is quiet. At night I get tired easily and I tend to check my phone instead of reading, so I keep the evening for lighter tasks.
Examiner note: Grammar (range of structures). This set asks for three time frames: the past simple for a decision (question 1), the present simple for routines (4 and 5) and future forms for plans (3). The usual loss is one tense for everything. At B2 the marker listens for "I chose", "I hope to" and "I would like to" used correctly without stopping to think.
P2-02: How should the class spend its prize money?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Your class has won a small cash prize in a university project competition. The class monitor asks for your advice on how to use it. There are three options:
Option 1: organise a day trip for the whole class
Option 2: have a class dinner at a restaurant
Option 3: give the money to a charity that supports children in a mountain area
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Some classmates want the trip. How would you persuade them?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
We have to choose between a day trip, a class dinner and a donation to a charity for children in a mountain area. I believe the donation is the best way to use the prize.
First, the money will make a much bigger difference there than it would for us. For thirty students, a dinner is one pleasant evening. For a small school in the mountains, the same amount could buy warm jackets, books or school bags for many children before winter. Second, our project was about community development, so donating the prize fits what we actually worked on. It would show that we meant what we wrote.
Of course, a day trip has real advantages. It would bring the class closer together, and we have hardly spent any time together outside lectures. But a trip costs more than it seems. Transport, tickets and food for thirty people would probably need extra money from each student, and not everyone can afford that. It would also be difficult to find a date when everyone is free.
A class dinner is easier to organise, and it is a nice way to celebrate. The problem is that it is over in two hours, and people usually sit with the friends they already have, so it does not really build the class. We could easily have a simple dinner later and each pay for ourselves.
So my choice is the donation. If the class agrees, we could even deliver the things ourselves next semester. That would give us a shared trip as well, and a much better story to tell.
Examiner note: Content and organisation (linking devices). A strong Part 2 answer signals each move so the marker can follow it: "First", "Second", "Of course... But", "The problem is", "So my choice is". The usual loss is a choice that changes halfway, which happens when you start talking before you have decided. Use your planning time to decide, not to write sentences.
P3-02: Learning a foreign language at university is essential
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Learning a foreign language at university is essential.
Mind map: job opportunities | studying abroad | understanding other cultures | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Will translation apps make learning languages unnecessary?
- Should children start learning English in kindergarten?
- Which matters more, speaking or grammar?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
I am going to talk about why learning a foreign language at university is essential. I will look at three reasons: jobs, studying abroad and understanding other cultures.
Let me start with jobs. Vietnam trades with almost every country in the world, and many companies here work with foreign partners every day. An accountant who can read an English contract, or an engineer who can explain a problem to a Korean manager, is worth much more to an employer. In job advertisements, a foreign language is often listed as a requirement, not just an advantage.
The second reason is studying abroad. Every year many Vietnamese students apply for scholarships in Australia, Japan, Europe and the United States. Without a good level of English, or the language of that country, even an excellent student cannot get in. University is the right time to prepare, because the language takes years to build, and the application deadlines come quickly after graduation.
Third, a language helps us understand other cultures. When I read news in English, I see how other countries talk about the same events, and sometimes their view is very different from ours. That makes me more open-minded. A language is not only a tool; it is a window into how other people think.
I would like to add one more point. Learning a language trains the brain. It improves memory and teaches discipline, because nobody becomes fluent without practising a little every day.
So, to conclude, a foreign language gives students better jobs, more chances to study abroad and a wider view of the world. In my opinion, every university should treat it as a core subject.
Follow-up 1: Translation apps are useful for travelling, but I do not think they will replace learning. In a job interview or a business meeting, you cannot stop every sentence to use your phone, and an app cannot build a relationship for you.
Follow-up 2: I think it is fine to start early with songs and games, as long as it is fun. The bigger problem is that many young children learn only from worksheets, which makes them dislike English before they really start.
Examiner note: Vocabulary (range and accuracy). Abstract topics need abstract nouns used correctly: "requirement", "advantage", "discipline", "open-minded", "a window into". The usual loss is turning every reason into "it is very useful". Prepare two precise nouns or phrases for each branch while you plan, and the talk will sound like B2 even if your grammar is simple.
Set 3: Food and weather; better speaking in three months; social media and teenagers
Tasks P1-03, P2-03, P3-03. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-03: Food; Weather and seasons
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Food
1. What is your favourite dish, and why?
2. Do you often cook at home?
3. Do young people eat more fast food than before?
Topic 2: Weather and seasons
4. What is the weather like where you live at this time of year?
5. Which season do you like best?
6. How does the weather affect what you do?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said delivery apps make fast food easy to order. Do you use them yourself?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. My favourite dish is bún chả. I love the smell of the grilled pork and the way you mix the noodles, herbs and dipping sauce yourself, so every bite is slightly different. It also reminds me of lunches with my grandfather.
2. Not very often, to be honest. I share a room with no proper kitchen, so I only cook simple things like eggs or noodles. When I go home, though, I help my mother prepare dinner.
3. Yes, I think so. There are many more fried chicken and burger shops near schools now, and delivery apps make ordering very easy. Most students choose it because it is fast, not because it is healthy.
4. It is getting cooler now, which is a relief after the summer. The mornings are fresh, but it can still rain heavily in the afternoon, so I keep a raincoat under my motorbike seat.
5. I like autumn best. In Hanoi the air is dry and cool, the sky is clear, and you can smell the milk flowers in the streets in the evening. It is the best time to walk around the lakes.
6. Quite a lot. When it is very hot, I stay indoors and study in an air-conditioned café. In the rainy season I plan my journeys more carefully, because some streets flood quickly after a big storm.
Examiner note: Vocabulary (range of topic words). Food and weather are where B1 and B2 sound most different: B1 says "delicious" and "hot", B2 says "grilled", "fresh", "heavy rain", "a relief". The usual loss is naming the dish and stopping. Name it, then describe the taste, the texture or a memory in English.
P2-03: How can Minh improve his speaking in three months?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Minh is a second-year student. He needs an English certificate to graduate, and his speaking is his weakest skill. He has three months before the test. There are three options:
Option 1: join the university English club, which meets twice a week
Option 2: take an online speaking course with a teacher who gives feedback
Option 3: find a language exchange partner and talk every evening
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "What if Minh cannot afford the course?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Minh has three months and one clear problem, which is speaking. He could join the English club, take an online course with a teacher, or find a language exchange partner. I think the online course is the best option for him.
The main reason is feedback. Minh does not only need to speak more; he needs someone to tell him exactly what is wrong, for example that he drops the final sounds of words or that his answers are too short. A teacher can hear these problems and correct them every week. The second reason is focus. A good course follows the test format, so he can practise the three parts under time pressure, which is very different from chatting.
The English club is a good idea, and it is free. However, most members are at a similar level, so nobody corrects anyone, and the same mistakes simply get repeated. Also, a club usually talks about whatever topic comes up, which is enjoyable but not the same as preparing for an exam.
A language exchange partner would give him a lot of speaking time, and he might make a friend. The problem is that it depends on another person. Partners often cancel, or they want to practise Vietnamese more than English. And a partner is not a teacher, so they may not notice Minh's mistakes, or they may be too polite to mention them.
So, in my view, the course is the best choice for the next three months. If Minh has free evenings as well, he could join the club for extra practice, but the teacher's feedback should come first.
Examiner note: Vocabulary (precise topic words). The B2 words here are the reasoning words, not rare nouns: "feedback", "focus", "depends on", "under time pressure", "too polite to mention". The usual loss is repeating "good" and "bad" for every option. Give each option its own precise reason, and the marker hears range without you trying to sound clever.
P3-03: Social media has negative effects on teenagers
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Social media has negative effects on teenagers.
Mind map: wasting time | mental health | privacy and safety | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- What can parents do to protect their children online?
- Does social media have any benefits for teenagers?
- Should there be a minimum age for opening an account?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Today's topic is the negative effects of social media on teenagers. I agree that the effects can be serious, and I will talk about three of them: wasted time, mental health, and privacy and safety.
First, social media wastes a huge amount of time. Apps are designed to keep us scrolling, with endless videos and notifications. A teenager who opens an app for five minutes before doing homework often looks up an hour later. My younger brother is in grade nine, and his biggest problem is not difficult homework; it is starting it at all.
The second effect is on mental health. Teenagers compare themselves with the perfect photos they see online: perfect faces, perfect holidays, perfect grades. They forget that people only post their best moments. This can make them feel ugly, boring or not good enough. There is also cyberbullying, which is worse than bullying at school because it follows you home and never stops.
Third, there are risks to privacy and safety. Many teenagers share their school, their location and even their phone number without thinking. Strangers can use that information, and some pretend to be young people to gain trust. Teenagers also do not realise that a photo they post at fifteen can still be found when they apply for a job at twenty-two.
In my own view, there is one more problem: sleep. Many teenagers use their phones in bed, and the light and the content keep their brains awake, so they are tired at school the next day.
To sum up, social media can waste teenagers' time, harm their mental health, put their privacy at risk and damage their sleep. It is not all bad, but young people need clear rules and guidance to use it safely.
Follow-up 1: Parents should set simple rules, like no phones after ten at night, and follow the same rules themselves. Talking openly is also important, so children feel they can tell their parents when something goes wrong online.
Follow-up 2: Yes, it does. Teenagers can learn skills from short videos, join study groups and keep in touch with friends who have moved away. The problem is not the tool itself but how much and how carefully they use it.
Examiner note: Content and organisation (relevance and development). The topic is a statement, so say early whether you agree, and keep that position. The model agrees but closes with "It is not all bad", which shows balance without changing sides. The usual loss is three branches with no example; one real or realistic example per branch is what "development" means.
Set 4: Getting around and phones; the commute to a new job; life in a big city
Tasks P1-04, P2-04, P3-04. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-04: Getting around; Mobile phones
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Getting around
1. How do you usually travel to school or work?
2. What are the main traffic problems where you live?
3. Would you like to use public transport more often? Why or why not?
Topic 2: Mobile phones
4. How much time do you spend on your phone each day?
5. What do you mainly use your phone for?
6. At what age should children have their own phone?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said a smartphone can distract children. Did that happen to you?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. I ride a motorbike, like most people in my city. It normally takes me about twenty minutes to get to campus, but in the rush hour it can easily take forty.
2. The biggest problem is congestion at peak times, especially at large junctions. There is also a lot of noise and dust, and when it rains hard some roads flood, so the traffic gets even slower.
3. Yes, I would. A few of my friends have started taking the metro, and they say it is cheaper and much less tiring. If there were a station closer to my house, I would switch tomorrow.
4. Too much, honestly. My phone says around five hours a day, although part of that is studying with online dictionaries and lecture slides.
5. Mainly for messaging and studying. I use Zalo to talk to my family and classmates, and I watch English videos on the bus. I also pay for almost everything with a banking app now.
6. I think thirteen or fourteen is about right. Before that, children only need a phone to call their parents, so a simple one is enough. A smartphone too early can pull them away from homework and playing outside.
Examiner note: Fluency. Question 6 is an opinion question hidden inside Part 1, and it is where candidates freeze. Give the opinion in the first sentence, then one reason. The usual loss is a long silence while you search for the perfect age: any reasonable answer with a reason scores better than a perfect answer that arrives late.
P2-04: How should Mr Hùng travel to his new job?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Mr Hùng has just started a new job in the city centre, about twelve kilometres from his home. He is deciding how to travel to work. There are three options:
Option 1: ride his motorbike
Option 2: take the bus
Option 3: buy an electric bicycle
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "What if the bus is late on the day of an important meeting?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Mr Hùng needs to travel twelve kilometres to the city centre every day, and he could use his motorbike, the bus or an electric bicycle. I would advise him to take the bus.
My first reason is that the bus is the least stressful option. Riding through rush-hour traffic for twelve kilometres means breathing in smoke, watching for other drivers and arriving tired before the day has even started. On the bus he can sit, listen to music or answer emails, so the journey becomes useful time. My second reason is cost. A monthly bus pass is much cheaper than petrol and parking in the city centre, where parking is hard to find and often expensive.
Of course, the motorbike is the most flexible. He can leave whenever he wants and go straight to the door. However, flexibility is less important for a regular trip to the same office at the same time every day. And in heavy rain or in the summer heat, riding for half an hour is unpleasant and not very safe.
The electric bicycle is cheap to run and better for the environment, and I like the idea. The problem is the distance. Twelve kilometres each way is a long ride, especially in a shirt and trousers, and an electric bicycle is slow on busy main roads. He would also have to worry about charging it and keeping it safe from thieves.
So, overall, I think the bus is the most sensible choice. If the route is not convenient, he could ride to a nearby bus stop and take the bus from there, which combines the best of two options.
Examiner note: Grammar (range of structures). Part 2 is advice, so the natural structures are "I would advise him to", "If the route is not convenient, he could", "He would also have to". The usual loss is giving advice only with "should", which is accurate but flat. Two or three conditional sentences across the answer are enough to show range at B2.
P3-04: Living in a big city: advantages and disadvantages
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Living in a big city has more advantages than disadvantages.
Mind map: job opportunities | education and health care | cost of living and pollution | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Would you like to live in the countryside when you are older?
- How could big cities reduce traffic jams?
- Why do so many young people move to cities?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
I am going to talk about whether living in a big city has more advantages than disadvantages. My answer is yes, for most young people, and I will explain why using three ideas: jobs, education and health care, and the costs.
The biggest advantage is job opportunities. Most large companies, banks and foreign firms have their offices in Hanoi or Ho Chi Minh City. A graduate in the city can attend interviews, change jobs and build a network much more easily than in a small town. Even part-time work is easier to find, which helps students pay for their studies.
The second advantage is better education and health care. The best universities, language centres and libraries are in the cities. The same is true for hospitals. When my grandmother needed an operation, my family had to bring her from our province to a hospital in Hanoi, because the specialist was only there.
However, I have to admit that city life has real disadvantages, and the main ones are cost and pollution. Rent in the centre is very expensive, and many young workers spend a large part of their salary on a small room. The air quality is also poor on many days, especially in winter, and traffic jams waste hours every week.
I would add one more point that people often forget, which is loneliness. In the countryside everyone knows each other, while in the city you can live next door to someone for years without speaking.
So, in summary, I believe the advantages are greater, especially for young people who want to build a career. But the city is better for a period of life rather than forever. Many people move back home later, when they want a calmer life.
Follow-up 1: Yes, probably. When I am older and have children, I would like a house with a garden and cleaner air. With online work becoming more common, it may be possible to live in the countryside and still have a good job.
Follow-up 2: Cities could build more metro lines and make buses faster with their own lanes. They could also encourage companies to let staff start work at different times, so that not everyone is on the road at eight o'clock.
Examiner note: Content and organisation (linking devices). An "advantages and disadvantages" topic needs a turn, and the turn needs a signal: "However, I have to admit". The model also gives a final judgement, which the topic asks for ("more advantages than"). The usual loss is listing both sides and never deciding, so the talk has no conclusion to develop towards.
Set 5: Tết and family; six free weeks in summer; part-time work while studying
Tasks P1-05, P2-05, P3-05. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-05: Tết and holidays; Family
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Holidays
1. How do you usually celebrate Tết?
2. What do you enjoy most about public holidays?
3. Have the ways people celebrate holidays changed?
Topic 2: Family
4. How many people are there in your family?
5. Who are you closest to in your family?
6. Do families spend enough time together today?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You mentioned your family has a rule about phones at dinner. Does everyone follow it?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. We always go back to my grandparents' house in the countryside. On the last day of the old year we clean the house and wrap bánh chưng together, and on the first morning we visit relatives and give lucky money to the children.
2. I enjoy having time without deadlines. During the semester I always feel I am rushing, so a holiday is a chance to sleep properly, see old friends and eat my mother's cooking.
3. Yes, quite a lot. More families now travel during Tết instead of staying at home, and many people send greetings by message rather than visiting. My grandparents feel the holiday has become a little less warm.
4. There are five of us: my parents, my younger brother, my grandmother and me. My grandmother moved in with us a few years ago, after my grandfather passed away.
5. I am closest to my mother. She is the person I call when I have a problem, because she listens first and gives advice later. My father is kind too, but he is quieter and works long hours.
6. Not really, I am afraid. Parents work late and children have extra classes, so dinner is often the only time everyone is together, and even then people look at their phones. In my family we have a rule: no phones at the table.
Examiner note: Content and organisation (linking devices). Questions 1 and 3 need a short sequence or a comparison, so linking words carry the mark: "on the last day", "on the first morning"; "instead of", "rather than". The usual loss is a string of Vietnamese words for customs with no English around them. Keep one cultural word per answer and explain the rest in English.
P2-05: How should Thảo spend six free weeks in summer?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Your cousin Thảo has just finished her second year at university and has six free weeks in the summer. She wants to use the time well. There are three options:
Option 1: work part-time in a café
Option 2: volunteer to teach children in a rural area
Option 3: take a short course in a practical skill, such as graphic design
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Would your answer change if Thảo needed money for next year?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Thảo has six free weeks and three ways to use them: a café job, volunteering in a rural area, or a short course in a skill like graphic design. In my opinion, the course is the best use of her summer.
The first reason is that a skill lasts much longer than six weeks. If she learns graphic design, she can use it in her studies, in a part-time job next year and later on her CV. Many employers now expect young staff to make simple posters or social media posts, so it gives her a real advantage. The second reason is that summer is the only time she can study something properly. During the semester she will be too busy with her main subjects.
A café job would give her some money and experience of dealing with customers, which is useful. However, the work is repetitive, and after the first week she would not learn much more. The money is also quite small compared with what a new skill could help her earn later.
Volunteering in a rural area is a wonderful experience, and I really respect people who do it. The problem is that a good volunteer programme needs preparation, and six weeks is short for building a relationship with the children. It can also cost money for travel and food, which she may not have.
So I would recommend the course. If she still wants to help others, she could offer to design posters for a charity for free. That way she practises her new skill and does something good at the same time.
Examiner note: Content and organisation (relevance). Rejecting an option you admire is the hardest move in Part 2, and the PDF asks for it. Grant a real strength first ("a wonderful experience"), then give a practical flaw for this person in this situation. The usual loss is attacking an option as bad in general, which sounds rude and weakens the argument.
P3-05: Students should work part-time while studying
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: University students should work part-time while they study.
Mind map: earning money | gaining work experience | learning time management | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Can a part-time job harm a student's results?
- What kinds of part-time jobs are suitable for students?
- Should parents pay for everything while their children are at university?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
My topic is whether university students should work part-time while they study. I think they should, as long as the job is not too many hours, and I will give three reasons: money, experience and time management.
First, a part-time job helps students earn money. Life in the city is expensive, and many families in the countryside struggle to pay for rent and food as well as tuition. Even a small income from tutoring or working in a shop reduces the pressure on parents. It also teaches students the real value of money, because they know how many hours it takes to earn it.
Second, students gain work experience. Employers often ask for experience, even for a first job, and a part-time job is a way to get it. Working in a café, for example, teaches you to deal with customers, to work in a team and to stay calm when it is busy. These soft skills are hard to learn in a classroom, and they look good on a CV.
Third, a job teaches time management. When you have only a few free hours, you cannot waste them. Many of my friends who work actually study more efficiently than those who do not, because they plan their week carefully.
From my own experience, I would add that a job builds confidence. When I started tutoring, I was nervous about speaking to parents. After a few months, I felt much more comfortable talking to adults and explaining my ideas.
To sum up, part-time work brings money, experience, better time management and confidence. However, students should limit it to around fifteen hours a week, because their studies must come first.
Follow-up 1: Yes, it can, if the job takes too many hours or finishes late at night. A student who works until eleven every evening will be tired in class. That is why the number of hours matters more than the job itself.
Follow-up 2: Jobs that are flexible and related to your studies are best, such as tutoring, translating or helping in a university office. They give experience in your field and usually let you change your hours during exams.
Examiner note: Grammar (range of structures). Conditions make an opinion sound measured: "as long as the job is not too many hours", "if the job takes too many hours", "a student who works until eleven". The usual loss is a one-sided talk with no condition, which reads as B1. Add one "as long as" or "unless" to your main opinion.
Set 6: Reading and music; cutting plastic at home; protecting the environment
Tasks P1-06, P2-06, P3-06. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-06: Reading; Music
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Reading
1. Do you enjoy reading? What do you usually read?
2. Do you prefer printed books or reading on a screen?
3. Did you read a lot when you were a child?
Topic 2: Music
4. What kind of music do you like?
5. Do you listen to music while you study?
6. Is there a musical instrument you can play or would like to play?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said you wish you had continued your lessons. Why did you stop?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. Yes, I do, although I read less than I would like. I mostly read science articles and books about habits and productivity. At the moment I am reading a translated book about how to build a daily routine.
2. I prefer printed books. I can concentrate better without notifications, and I like writing notes in the margins. For news and short articles, though, my phone is more convenient.
3. Yes, a lot. My parents bought me comic books every month, and I used to read them under the blanket with a torch after bedtime. That is probably where my love of stories came from.
4. I listen to almost everything, but my favourite is Vietnamese indie music. The lyrics are often poetic, and the singers write about ordinary life in the city, which I find easy to relate to.
5. Only when I am doing something simple, like tidying my notes. If I need to memorise or understand something difficult, I turn it off, because I start following the lyrics instead of my book.
6. I can play the piano a little. I had lessons for two years at primary school, but I stopped when I moved to secondary school. I wish I had continued, because now I can only play a few easy songs.
Examiner note: Grammar and pronunciation. "Used to" (question 3) and "I wish I had" (question 6) are small B2 signals that markers notice. The usual loss is "When I was a child, I read a lot of book": the tense is right but the plural is missing. Vietnamese has no plural ending, so make the final sound in "books" and "stories" clearly audible.
P2-06: How can a family cut its plastic waste?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: A family in your neighbourhood wants to produce less plastic waste. They have asked you for advice. There are three options:
Option 1: bring their own bags and boxes when they go shopping
Option 2: sort their rubbish at home so that plastic can be recycled
Option 3: stop buying bottled water and fit a water filter
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Is it fair to ask families to do this when shops still use so much plastic?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
The family wants to use less plastic, and they could bring their own bags and boxes, sort their rubbish for recycling, or buy a water filter. I think bringing their own bags and boxes is the best place to start.
The main reason is that it stops plastic before it enters the house. Every trip to the market or the supermarket usually ends with five or six plastic bags, and takeaway food comes in boxes and cups that are used for ten minutes and then thrown away. If the family keeps a few cloth bags and two lunch boxes by the door, they can cut most of that immediately. The second reason is that it costs almost nothing, and the children can see the difference, so it becomes a family habit.
Sorting rubbish for recycling is also important. However, it deals with plastic after it has already been bought. In many areas, sorted waste is collected together with everything else, so the family's effort may not lead to real recycling. It is still worth doing, but it is a second step, not the first.
A water filter is a good investment, and it would replace a lot of bottles. The problem is the cost at the beginning, and it only solves one kind of plastic. If the family does not buy much bottled water, the filter will not change very much.
So, all in all, I would advise them to start with bags and boxes. Once that is a habit, they can add sorting at home. Small steps that the whole family can keep doing are better than one big change that they give up after a month.
Examiner note: Content and organisation (developing the argument). Notice the argument for the choice is about order ("before it enters the house", "a second step, not the first"). Ranking the options in time is one of the clearest ways to reject two without sounding negative. The usual loss is "all three are good", which is not an answer to "which is the best".
P3-06: Ways to protect the environment in daily life
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: There are many ways individuals can protect the environment in daily life.
Mind map: reducing plastic | saving electricity and water | using public transport | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Who is more responsible for the environment, governments or individuals?
- Should plastic bags be banned completely?
- How can schools teach children to protect the environment?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Today I would like to talk about how ordinary people can protect the environment in daily life. I will discuss reducing plastic, saving electricity and water, and using public transport, and then add an idea of my own.
The first way is to reduce plastic. In Vietnam we use plastic bags for almost everything, from vegetables at the market to a cup of iced coffee. Most of these are used once and end up in rivers or the sea. If everyone carried a cloth bag and a reusable bottle, the amount of waste would fall dramatically. It is a small habit, but millions of small habits make a big difference.
The second way is to save electricity and water. In the hot season, air conditioners run all day, and most of our electricity still comes from burning fuel. Simple actions, like setting the air conditioner to twenty-six degrees, turning off lights when we leave a room and taking shorter showers, save energy and also reduce the family's bills. So it helps the environment and our wallets at the same time.
Third, we can use public transport more. Millions of motorbikes on the roads produce a lot of smoke, which is one reason why the air in big cities is so polluted. Taking the bus or the metro, or cycling for short trips, reduces this pollution. It is also less stressful than riding in traffic.
My own idea is to buy less in general. We often buy clothes and gadgets that we do not really need, and producing them uses energy and creates waste. Repairing things and buying second-hand are good ways to change that.
To sum up, reducing plastic, saving energy and water, using public transport and buying less are all practical ways to help. None of them is difficult, and if we start today, we can protect the environment for the next generation.
Follow-up 1: I think both are responsible, but governments have more power. Individuals can change their habits, but only the government can build metro lines, collect waste properly and make rules for factories. Each needs the other.
Follow-up 2: A complete ban might be too sudden for small sellers at markets. I would prefer a small charge for every bag first, as some countries have done, and a ban later when people are used to bringing their own.
Examiner note: Fluency and pronunciation. Environment talks are full of clusters and endings that Vietnamese speakers simplify: "plastic", "electricity", "products", "reduced", "waste". Speaking fast makes it worse. The usual loss is a rushed talk that finishes early with unclear endings; a steady pace with clear final sounds scores higher on both fluency and pronunciation.
Set 7: Shopping and friends; stress before finals; online learning
Tasks P1-07, P2-07, P3-07. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-07: Shopping; Friends
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Shopping
1. Do you prefer shopping online or in shops?
2. What was the last thing you bought?
3. Do you compare prices before you buy something?
Topic 2: Friends
4. How often do you meet your friends?
5. What do you usually do together?
6. What makes someone a good friend?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "Can you tell me about a time a friend was honest with you?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. For clothes I prefer real shops, because I want to try things on. For everything else, like books, phone cases or things for my room, I buy online. It is cheaper and it arrives at my dormitory in a day or two.
2. The last thing I bought was a pair of running shoes. My old ones had a hole in the side, and I am training for a charity run next month, so I needed something more comfortable.
3. Always. I check two or three shopping apps and read the reviews that have photos. Sometimes the same product is much cheaper on one site, but I also look at how long the delivery takes.
4. I see my close friends about once a week, usually on Saturday evening. During exam weeks we hardly meet at all, but we keep in touch through a group chat.
5. We usually sit in a café and talk for hours, or we play badminton in the park near the university. Once or twice a semester we take a day trip out of the city.
6. For me, a good friend is someone who is honest with you, even when the truth is uncomfortable. They also stay with you when things go wrong, not only when everything is going well.
Examiner note: Pronunciation. This set is full of final consonants that Vietnamese speakers soften or drop: "shops", "clothes", "bought", "checked", "friends". A missing final -s or -ed is also heard as a grammar mistake, so it costs twice. Slow down slightly on the last sound of each content word rather than speeding up to sound fluent.
P2-07: How should a stressed student prepare for finals?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Your friend Vy feels very stressed two weeks before her final exams. She cannot sleep well and finds it hard to concentrate. There are three options:
Option 1: make a strict study timetable for every hour of the day
Option 2: do thirty minutes of exercise every day
Option 3: study with a group of classmates in the library
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Is thirty minutes of exercise realistic two weeks before an exam?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Vy is stressed, she is not sleeping, and she has two weeks left. She could make a strict timetable, exercise every day, or study with a group. Although it may sound surprising, I think daily exercise is the best solution.
My reason is that Vy's real problem is not a lack of study time. It is stress, and stress is stopping her from using the time she already has. Thirty minutes of running, cycling or even fast walking helps the body release tension, and most people sleep much better after it. If she sleeps well, she will concentrate better the next day, and every hour of study will be worth more. Secondly, exercise gives her a short break from her books and her phone, which she probably needs.
A strict timetable sounds sensible, and some planning is necessary. However, a timetable for every hour can make stress worse. As soon as she falls behind, which always happens, she will feel she has failed, and that will add to the pressure. A simple daily list of three tasks would be better than a strict hourly plan.
Studying with a group can be motivating, and friends can explain difficult points. The problem is that groups often become chatting sessions, and if the others are also stressed, their worries can spread to Vy. In the last two weeks, she needs to control her own time.
So my advice is to start with exercise. Once she is sleeping better, she can add a light plan for each day. A calm mind will help her more than an extra hour at the desk.
Examiner note: Content and organisation (relevance). Choosing the less obvious option is fine as long as you link it to the situation: here the model ties exercise to the two symptoms in the prompt, sleep and concentration. The usual loss is a generic answer that ignores the details given ("two weeks", "cannot sleep"). Reuse the prompt's facts as evidence.
P3-07: Online learning can replace classroom learning
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Online learning can replace classroom learning.
Mind map: flexibility | cost | interaction with teachers and classmates | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- What did you find hardest about studying online?
- Which subjects are difficult to learn online?
- Will universities still need buildings in twenty years?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
My topic today is whether online learning can replace classroom learning. My view is that online learning is an excellent addition to the classroom, but it cannot fully replace it. I will explain this by looking at flexibility, cost and interaction.
Let me begin with flexibility, which is the strongest argument for online learning. Students can watch a lecture at any time, pause it and watch difficult parts again. This is very helpful for people who work or live far from a university. A civil servant in a rural district, for example, can take a master's course in the evening without moving to the city.
The second point is cost. Online courses are often cheaper, because there is no building to maintain, and students save money on rent and transport. However, the costs do not disappear completely. Students need a good laptop and a stable internet connection, which not every family in the countryside has.
The third point, and in my opinion the most important, is interaction. In a classroom, a teacher can see from your face that you are confused and explain again. You can also discuss ideas with classmates, work in groups and build friendships. Online, many students switch off their cameras and stay silent, and it is easy to lose concentration and start checking social media.
I would also add that some skills simply need to be practised in person, such as laboratory work in science, medical training or sports. You cannot learn to examine a patient through a screen.
To sum up, online learning offers flexibility and can lower costs, but it lacks the interaction and practical training that a classroom provides. The best solution is to combine the two, so that students get the advantages of both.
Follow-up 1: For me, the hardest part was staying motivated. At home there were too many distractions, and without classmates around me, I often postponed watching the recorded lectures until the night before a test.
Follow-up 2: Subjects with practical skills are the most difficult, for example chemistry experiments, nursing or physical education. Speaking a language is also harder online, because conversation with a delay feels unnatural.
Examiner note: Content and organisation (relevance). You do not have to agree with the topic statement, but you must say clearly where you stand, as the model does in its second sentence ("cannot fully replace it"). The usual loss is a talk that praises online learning for two minutes and then disagrees in the last line, which sounds like a change of mind rather than an argument.
Set 8: Sport and your neighbourhood; an anniversary gift; tourism and local communities
Tasks P1-08, P2-08, P3-08. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-08: Sport and exercise; Your neighbourhood
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Sport
1. Do you play any sports?
2. Which sports are popular in your country?
3. Should schools give students more time for physical education?
Topic 2: Your neighbourhood
4. Describe the area where you live now.
5. What facilities would you like to have near your home?
6. Do you know your neighbours well?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said most people in your lane move every year. Why is that?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. I play badminton twice a week with my roommates. It is cheap, there is a court next to our dormitory, and an hour of it makes me forget about my assignments.
2. Football is by far the most popular. When the national team plays an important match, the whole country stops to watch, and people ride around waving flags if we win. Badminton and running are also becoming popular.
3. Yes, I think they should. Students sit in classrooms and extra classes for most of the day, and many of them hardly move at all. Even one or two more hours of sport a week would help their health and their concentration.
4. I live in a narrow lane near Cầu Giấy, where a lot of students rent rooms. The houses are tall and close together, with street food stalls at the end of the lane. It is noisy during the day, but very convenient.
5. I would love a small park or a public library nearby. At the moment, if I want to study somewhere quiet or go for a walk, I have to ride for fifteen minutes.
6. Not very well, to be honest. Most people in my lane are students like me who move every year. I do know the woman who runs the shop downstairs, though. She always keeps my parcels when I am out.
Examiner note: Content and organisation (developing the idea). Question 4 says "describe", so one sentence is not enough even in Part 1: give the location, what it looks like and one opinion. The usual loss is "It is good and convenient" and then silence. Three short concrete details beat one vague adjective.
P2-08: What should you give your parents for their anniversary?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Your parents' twenty-fifth wedding anniversary is next month. You and your brother want to give them something special, but you do not have much money. There are three options:
Option 1: take them to dinner at a nice restaurant
Option 2: make a photo book and a short video about their life together
Option 3: pay for a weekend trip to the beach
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Your parents are not very interested in technology. Would the video still work?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
My brother and I want to celebrate our parents' twenty-fifth anniversary, and we can choose a restaurant dinner, a photo book with a video, or a weekend at the beach. I think the photo book and video would be the best gift.
First of all, it is personal. A dinner or a trip is something they could buy for themselves, but nobody else could make this present. We would collect old photos from our grandparents and relatives, and record short messages from the people who know them best. I am sure my mother would cry, in a good way. Second, it fits our budget. It costs time rather than money, and we have more time than money at the moment.
A dinner at a nice restaurant is a lovely idea, and it is easy to organise. However, it lasts one evening, and my parents always worry about the prices on the menu, so they might not really enjoy it. Also, after twenty-five years, they have had many dinners out. It would not feel special enough.
A weekend at the beach would be relaxing, and they rarely take a holiday. The problem is the cost. With hotel, transport and food for two people, it would take most of our savings. My father also finds it hard to leave his work for two days, so the trip might cause stress instead of joy.
So, overall, I would choose the photo book and the video. The best part is that it will last. Years from now, they can open the book and remember the day. If we have a little money left, we could cook a special dinner for them at home as well.
Examiner note: Fluency. Personal situations tempt candidates into long stories. Keep each reason to one point plus one detail, and keep moving: the model gives each rejected option four sentences and no more. The usual loss is spending two minutes on the chosen option and running out of time before rejecting the others.
P3-08: Tourism brings benefits to local communities
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Tourism brings many benefits to local communities.
Mind map: jobs and income | better roads and services | protecting local culture | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- What problems can tourism cause?
- Should famous places limit the number of visitors?
- How can tourists behave more responsibly?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
I am going to talk about the benefits that tourism brings to local communities. I will focus on jobs and income, better roads and services, and the protection of local culture.
The first and biggest benefit is jobs and income. When tourists come to a town, they need hotels, restaurants, guides, drivers and souvenir shops. In many coastal and mountain areas of Vietnam, families who used to depend only on farming or fishing now run homestays or sell local products. This extra income allows them to send their children to better schools.
The second benefit is better infrastructure. To attract visitors, local authorities often build new roads, improve the electricity supply and open health centres. These improvements are not only for tourists. Local people use the same roads to take their products to market and the same clinics when they are ill. A road built for tour buses can change life for a whole valley.
Third, tourism can help protect local culture. When visitors are interested in traditional music, crafts or festivals, young people see that their culture has value, and they are more likely to learn it. In some villages, old weaving or pottery skills that were disappearing are now taught again because tourists want to buy the products and watch them being made.
However, I must add one idea of my own, which is that these benefits only come if tourism is managed well. Too many visitors can bring rubbish, noise and higher prices, and sometimes the money goes to companies from outside rather than to local people.
To sum up, tourism can create jobs, improve infrastructure and keep traditions alive. If it is planned carefully, with local people involved, it brings far more good than harm.
Follow-up 1: The main problems are pollution, overcrowding and rising prices. In some popular places, rents become so high that local families have to move out, and the town starts to look the same as every other tourist town.
Follow-up 2: Yes, I think very popular places should. A daily limit with online booking would protect the site and give every visitor a better experience. The money from tickets could be used to maintain the area.
Examiner note: Content and organisation (developing ideas). The "your own ideas" branch is where B2 and C1 candidates separate themselves: the model uses it to add a condition ("only if tourism is managed well") that makes the whole talk more balanced. The usual loss is skipping the fourth branch, or using it for a fourth benefit that repeats the first.
Set 9: Travel and learning English; safer roads near a school; regular exercise
Tasks P1-09, P2-09, P3-09. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-09: Travel; Learning English
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Travel
1. Where did you go on your last trip?
2. Do you prefer travelling in a group or on your own?
3. Which place in Vietnam would you recommend to a foreign visitor?
Topic 2: Learning English
4. How long have you been learning English?
5. Which English skill do you find the hardest?
6. What do you do outside class to improve your English?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You said your mind goes blank when you speak. What do you do when that happens?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. Last summer I went to Đà Nẵng with three classmates. We stayed for four days, swam every morning and spent one whole day walking around the old town in Hội An, which is not far away.
2. I prefer a small group. Travelling alone sounds exciting, but I like sharing meals and costs, and it is safer to have someone with you if something goes wrong.
3. I would recommend Ninh Bình. You can take a small boat along the river between limestone mountains, and climb a hill to see the rice fields from above. It is also close enough to Hanoi for a day trip.
4. I have been learning English since grade three, so for about twelve years. However, I only started practising speaking seriously last year, when I realised I needed a certificate to graduate.
5. Speaking is definitely the hardest. At school we mainly did grammar and reading exercises, so I understand a lot, but when I have to answer quickly my mind goes blank.
6. I watch English videos with subtitles on the bus, and every evening I record myself answering one question for two minutes. Listening back is uncomfortable, but it shows me exactly where I stop or repeat words.
Examiner note: Grammar (accuracy). Question 4 needs the present perfect continuous ("I have been learning"), and many candidates say "I learn English for twelve years", which counts against accuracy at B2. Question 1 needs a past sequence. Keep "have been" for things that are still going on and the past simple for a finished trip.
P2-09: How can roads near a primary school be made safer?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: A primary school is on a busy main road, and parents are worried about their children's safety at the start and end of the school day. The local authorities are considering three options:
Option 1: place traffic police at the school gate every morning and afternoon
Option 2: lower the speed limit and build speed bumps near the school
Option 3: start a school bus service
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Drivers often ignore speed limits. Why would this one work?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Parents are worried about a primary school on a busy main road, and the local authorities could station traffic police at the gate, lower the speed limit with speed bumps, or start a school bus. In my view, the lower speed limit with speed bumps is the best solution.
The main reason is that it works all day, every day, without anyone having to be there. Speed is what makes an accident serious. A car or motorbike at thirty kilometres an hour has time to stop when a child runs into the road; at fifty it often does not. Speed bumps force drivers to slow down even when they are in a hurry or not paying attention. The second reason is cost. Once the bumps and signs are built, they need very little money to maintain.
Traffic police at the gate would certainly help, and parents would feel reassured. However, they would only be there for an hour or so in the morning and afternoon. Children also come early, stay late for activities and cross the road at lunchtime. And paying officers to stand at every school gate is expensive for the authorities.
A school bus service is safe for the children who use it. The problem is that many families live close to the school and would still walk or ride, so the busy road would remain dangerous for them. A bus service also costs parents money, and not every family can afford it.
So, overall, I support the speed limit and the speed bumps. If there is enough budget later, the authorities could add a zebra crossing with a crossing guard, which would make the road safer still.
Examiner note: Vocabulary (topic words). Public-issue situations reward topic words used naturally: "speed limit", "speed bumps", "maintain", "station officers", "zebra crossing", "budget". The usual loss is going vague ("it is good for safety") because the words are missing. Before your test, learn ten words each for traffic, environment, education and health.
P3-09: Why people should exercise regularly
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: People should do exercise regularly.
Mind map: physical health | mental health | social life | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Why do many people not exercise, even though they know it is good for them?
- Should companies give staff time to exercise during the working day?
- Is it better to exercise alone or in a team?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Today I am going to explain why people should do exercise regularly. I will talk about physical health, mental health and social life, and then share one idea of my own.
The first reason is physical health. Regular exercise strengthens the heart, keeps our weight under control and makes our bones and muscles stronger. Many office workers and students sit for eight or ten hours a day, and this can lead to back pain and serious illnesses later in life. Even thirty minutes of walking or cycling most days can make a real difference.
The second reason is mental health. When we exercise, the body releases chemicals that make us feel happier and calmer. I notice this myself: on days when I play badminton, I sleep better and I feel less worried about my exams. For people under a lot of pressure at work or at university, exercise is a cheap and natural way to deal with stress.
Third, exercise improves our social life. Joining a football team, a running club or a dance class is a great way to meet new people, especially when you move to a new city. In the parks of Hanoi early in the morning, you can see groups of older people doing exercise together, and for many of them it is the best part of the day because they meet their friends.
My own idea is that exercise teaches discipline. If you can make yourself go for a run when it is cold or when you are tired, you can use the same discipline for studying or working.
To sum up, regular exercise keeps our bodies healthy, protects our mental health, helps us make friends and builds discipline. It does not need to be expensive or difficult; the important thing is to do it regularly.
Follow-up 1: I think the main reasons are lack of time and lack of motivation. After a long day, people are tired and prefer to rest on the sofa. Also, the results of exercise come slowly, so many people give up before they see any change.
Follow-up 2: Yes, I think it would be a good idea. Even a short exercise break would make staff healthier and more productive, and companies would probably save money because fewer people would take sick leave.
Examiner note: Fluency (the ULIS criterion includes speaking in long stretches). A familiar topic is a trap for speed: candidates race through it and finish in ninety seconds. Use the personal example ("I notice this myself") to slow down and add detail. The usual loss is a talk that is accurate but too short, because there is nothing to mark in the time that is left.
Set 10: Work and social media; choosing a first job; traditional festivals
Tasks P1-10, P2-10, P3-10. Run them in order with the timers, about 12 minutes in all, then score yourself on the sheet above before you open any model answer.
P1-10: Work; Social media
Phần 1: Tương tác xã hội. Thí sinh trả lời 3-6 câu hỏi về 2 chủ đề khác nhau.
Part 1, Social interaction. Answer six questions on two topics.
Topic 1: Work
1. Do you have a part-time job, or have you ever had one?
2. What kind of job would you like to have in the future?
3. Is it better to work for a big company or a small one?
Topic 2: Social media
4. Which social media apps do you use most?
5. Have you ever learnt anything useful from social media?
6. Do people share too much about their lives online?
Timer: 3 minutes for all six answers, about 25 seconds each (TalkDrill split). Start recording before you read question 1 and do not pause between questions.
Examiner follow-up: "You mentioned privacy risks. What could happen?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
1. Yes, I tutor a ten-year-old boy in English three evenings a week. Before that I worked in a milk tea shop for one summer, which taught me to stay polite when customers were rude.
2. I would like to work in the public sector, perhaps in a provincial department of education. I want a stable job where I can help improve schools in my home province.
3. It depends on what you want. A big company usually offers better training and a clear career path, while in a small one you learn many different things quickly. For a first job, I think a big company is safer.
4. I use Facebook for news and university groups, and TikTok for short videos when I am tired. I spend less time on Instagram these days, because it makes me compare my life with other people's.
5. Yes, definitely. I learnt to cook several simple dishes from short videos, and I follow an account that explains one English idiom a day. It is a small habit, but it adds up.
6. Some people do. They post where they are, what they are eating and even their family problems. Apart from the privacy risks, it can make other people feel that their own lives are not good enough.
Examiner note: Content and organisation (relevance). Questions 3 and 6 ask for a balanced view, and "It depends" is a good start only if you then say on what. A B2 answer gives both sides and a short conclusion ("For a first job, I think..."). The usual loss is "It depends" followed by silence, which sounds like not answering.
P2-10: Which first job should Ngọc accept?
Phần 2: Thảo luận giải pháp. Thí sinh được cung cấp một tình huống và 3 giải pháp đề xuất. Thí sinh phải đưa ra ý kiến về giải pháp tốt nhất trong 3 giải pháp được đưa ra và phản biện các giải pháp còn lại.
Part 2, Solution discussion.
Situation: Ngọc is about to graduate and has three job offers. She cannot decide which one to accept. There are three options:
Option 1: a well-paid job at a large private company in Ho Chi Minh City
Option 2: a job at a small start-up in Hanoi, where she can learn many different skills
Option 3: a public-sector job in her home province, close to her family
Which option do you think is the best? Give reasons, and say why the other two are less suitable.
Timer: 1 minute to plan, then speak for up to 3 minutes (TalkDrill split). Plan with keywords only; start recording the moment the planning minute ends.
Practice partner's follow-up: "Would you give the same advice to someone who wants to get rich?"
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
Ngọc has three offers: a well-paid job at a large company in Ho Chi Minh City, a job at a start-up in Hanoi, or a public-sector job in her home province. In my opinion, the public-sector job is the best choice for her.
My first reason is stability. A public-sector position offers a steady income, clear rules for promotion and good benefits, so she can plan her life, for example saving to buy a home. Many private jobs, and especially start-up jobs, can disappear quickly when the economy is difficult. My second reason is family. Living near her parents means lower living costs, because she will not pay high rent, and she can support them as they get older. That matters a lot in Vietnamese families.
The job in Ho Chi Minh City has the highest salary, and I understand why it is attractive. However, the cost of living there is much higher, so the difference in salary would be smaller than it looks. She would also be far from home, and long working hours in a big private company can be exhausting.
The start-up would teach her many skills quickly, which is a real advantage for a young graduate. The problem is risk. Small start-ups often run out of money, and she might have to look for a new job within a year or two. The salary may also be low at the beginning.
So, all things considered, I would advise her to accept the public-sector job. It gives her security and keeps her close to her family. If she later wants a new challenge, she will have experience and savings to make the move safely.
Examiner note: Grammar (accuracy). Comparison is the core of Part 2, so comparatives must be accurate: "much higher", "smaller than it looks", "the highest salary". The usual loss is "more higher" or "more cheap", which a B2 marker notices at once. Use one comparative and one superlative in every Part 2 answer.
P3-10: Traditional festivals should be preserved
Phần 3: Phát triển chủ đề. Thí sinh nói về một chủ đề cho sẵn, có thể sử dụng các ý được cung cấp sẵn hoặc tự phát triển ý của riêng mình. Phần 3 kết thúc với một số câu hỏi thảo luận về chủ đề trên.
Part 3, Topic development.
Topic: Traditional festivals should be preserved.
Mind map: family bonds | cultural identity | tourism and the local economy | your own ideas
Talk about the topic. You can use the ideas in the mind map or your own ideas.
Timer: 1 minute to plan, about 3 minutes to talk, then about 1 minute for the follow-up questions (TalkDrill split). Plan with keywords only; after the talk, have a partner read the follow-up questions aloud, or cover the model and read them yourself.
Follow-up questions (asked after your talk):
- Are young people losing interest in traditional festivals?
- Should the Tết holiday be shorter?
- How can schools help children learn about festivals?
Show the B2 model answer (record yours first)
Model answer written by TalkDrill at B2 (VSTEP Level 4). Not an official answer and not marked by ULIS.
My topic is why traditional festivals should be preserved. I strongly agree with this idea, and I will support it with three points: family bonds, cultural identity, and tourism and the local economy.
First of all, festivals bring families together. Tết is the clearest example. People who work far away, even abroad, travel home to spend those days with their parents and grandparents. Cooking together, visiting relatives and remembering our ancestors make family members feel close again after a busy year. Without the festival, many families would rarely all be in the same place.
Secondly, festivals are part of our cultural identity. The Mid-Autumn Festival, with its lanterns, lion dances and mooncakes, teaches children stories and values that have been passed down for generations. In a world where young people watch the same films and use the same apps everywhere, festivals remind us who we are and where we come from.
Thirdly, festivals can support tourism and the local economy. Many visitors come to Vietnam specifically to see traditional celebrations, such as lantern nights or village festivals. During these events, local people sell food, crafts and decorations, and hotels and restaurants are full. So preserving festivals is not only about the past; it also creates income today.
I would like to add that festivals do not have to stay exactly the same. They can change a little to suit modern life, for example by using fewer firecrackers or more environmentally friendly decorations, as long as their meaning is kept.
To sum up, traditional festivals strengthen family bonds, protect our cultural identity and benefit the economy. That is why we should keep them alive and pass them on to the next generation.
Follow-up 1: I think some young people are less interested in the rituals, but they still love the family time and the food. Many of them celebrate in their own way, for example by sharing photos and greetings online, so the interest is changing rather than disappearing.
Follow-up 2: Personally, I would not make it much shorter, because it is the only long holiday when families can travel home. But businesses could be more flexible, for example by letting staff choose some of the days, so the economy does not stop for too long.
Examiner note: Vocabulary (fixed phrases). Culture topics reward collocations rather than single words: "passed down for generations", "keep them alive", "cultural identity", "family bonds". The usual loss is translating Vietnamese phrases word for word ("festivals keep the soul of the nation"). Learn the English collocation, not a translation of the Vietnamese one.
What the model answers are for, and what they are not
The models are pitched at B2 because that is the target for many readers of this page, students whose graduation standard is B2 and postgraduate applicants, and because a B2 model shows moves you can copy with your own words. They are not the only good answer, and they are deliberately not C1 showpieces full of rare words. A memorised answer also tends to fail in a way the criteria name directly: the content criterion starts with mức độ phù hợp của câu trả lời, how relevant the answer is, and a prepared speech rarely fits the exact question on the screen.
Use them like this:
- Take the shape, not the sentences. Every Part 2 model says its choice in the first two sentences, gives two reasons tied to details in the situation, then gives each rejected option one fair point and one flaw. Use that shape on a new situation.
- Take five phrases. From each model, pick five words or phrases you would not have produced yourself ("a steady income", "far more good than harm", "the downside is") and use each one in a sentence of your own the same day.
- Re-record, do not re-read. After reading a model, close it and answer the same task again. The second recording should be better organised and still yours.
- Climb towards C1 deliberately. The ULIS description of Level 5 is about spontaneity and flexibility, not long words. To move a B2 answer up, add a concession ("Granted, ... but"), a precise example with a number or a place, and one sentence that weighs two ideas against each other.
The official sample test and your next steps
Use the official pages alongside this bank. Each of these was read on 20 or 21 October 2026:
- ULIS: VSTEP.3-5 test format, the English description of all four skills and the three speaking parts.
- ULIS: Định dạng đề thi VSTEP.3-5, the Vietnamese format PDF, the criteria summary we quote above, and the official sample test (Đề thi minh họa VSTEP.3-5). The sample test is a Google Drive file that would not open for us this week, so check it yourself; we have not described it.
- ULIS: scores and levels, the 4.0, 6.0 and 8.5 cut-offs.
- ULIS registration portal, for registration, score lookup and re-mark requests.
Dates, if you are booking at ULIS: the next sittings are 14 November 2026 (registration and payment close at the end of 4 November) and 12 December 2026 (registration 12 November to 2 December), per the ULIS notice for 14 November and the ULIS 2026 administration plan. The ULIS fee in the 14 November notice is 1,800,000 VND; other licensed universities set their own fees and dates. Our dates and fees page keeps the calendar.
A simple route from here. This week: Set 1 as a starting test, scored with the sheet. Next two weeks: one part a day from the sets, re-recorded after reading the model, with the part guides for Part 1, Part 2 and Part 3 open beside you. Final two weeks: the remaining sets as full mocks on separate days. If your test is about six weeks away, the six-week B2 plan schedules these sets day by day, and the VSTEP hub has everything else.