B1 Speaking Exam Summary PDF
Download a concise B1 speaking exam summary for NT2 Programma I with the two-part format, 20-second and 30-second timing, scoring notes, answer frames, repair phrases, and example answers.
- Fact
- About 25-30 minutes
- Fact
- 16 tasks
- Fact
- 75/128 points to pass
Spreken B1 is the practical half of NT2 Programma I: 16 tasks split between 20-second short responses and 30-second longer ones, all spoken to a screen. The exam does not test whether your answer is true — it tests whether you do the right language action (request, describe, choose, advise, explain, give an opinion) clearly enough to be useful. The points below set the format; the rest of this guide turns it into a method for each task type.
Overview
- The public-exam pattern has 16 speaking tasks in two parts.
- Part 1 has short practical responses. A few words or one or two sentences can be enough.
- Part 1 answers usually have 20 seconds of speaking time.
- Part 2 asks for longer answers such as advice, explanations, opinions, or picture sequences.
- Part 2 answers usually have 15 seconds of preparation and 30 seconds of speaking time.
- Your answer does not have to be true, but it must fit the situation and task.
Prompt types
Short request or instruction
A short practical situation (calling a school, asking a colleague, instructing a neighbour) asks you to make a polite request or give a quick instruction in 20 seconds. The common slip is over-explaining the background and running out of time before the actual request lands. Open with a polite frame (Kunt u ..., Wilt u ..., Mag ik ...), say the action plainly, then add at most one detail.
- Use a polite first sentence: Kunt u ..., Wilt u ..., Mag ik ...
- Say the action clearly before adding details.
- Do not explain too much; the task is short.
Short description with a picture
You see one picture and describe what happened, what someone looks like, or what someone must do — usually for a colleague or friend who was not there. The classic mistake is naming objects without doing the language action the task asks for (a description of damage is not the same as a report of what happened). Name the main person or object first, add two visible details, and use past tense only when the prompt asks what happened.
- Name the main object or person first.
- Use two visible details from the picture.
- Use past tense only when the task asks what happened.
Short choice or preference
Two options are offered (a morning course or an evening one, this route or that one) and you pick one with a single short reason. The common slip is comparing both options and never landing on a clear choice. Start with Ik kies ... or Ik wil liever ..., add one reason with want or omdat, then stop — the task does not reward a balanced essay.
- Start with Ik kies ... or Ik wil liever ...
- Add one reason with want or omdat.
- Stop when your answer is complete.
Long advice or persuasion
A friend, colleague, or family member faces a small dilemma and you advise them in 30 seconds — or you try to convince them to act. The frequent mistake is giving one reason and stopping; the rubric rewards two clear reasons even if they are simple. State the advice directly (Ik zou ...), give two reasons, and close with dus or daarom so the conclusion is obvious.
- Say your advice directly: Ik zou ...
- Give two reasons, even if they are simple.
- Use dus or daarom for a clear conclusion.
Long explanation with pictures
Two or three pictures show a sequence, differences, or steps and you explain them in 30 seconds. The classic slip is describing one picture in detail and forgetting the rest, which loses content points. Cover every required picture with at least one clear sentence and use order words (eerst, daarna, vervolgens, ten slotte) so the sequence is easy to follow.
- Use every required picture.
- Use order words: eerst, daarna, vervolgens, ten slotte.
- Keep each picture to one clear sentence if time is short.
Long opinion
You hear a general statement (a rule, a school decision, a workplace idea) and give your opinion with reasons in 30 seconds. The common mistake is hedging for so long that no clear position appears. Open with Ik vind het goed/slecht/belangrijk, add one or two reasons, and ground them with an example from work, school, family, or daily life.
- Start with Ik vind het goed/slecht/belangrijk.
- Give one clear reason; two reasons are better if time allows.
- Use an example from work, school, family, or daily life.
Timing plan
| Time | What you do | Why |
|---|---|---|
| Before part 1 | Ask yourself: do I need to request, describe, advise, choose, or explain? | Identifying the task prevents off-topic answers. |
| 5 sec | If there is a picture, choose the two details you will use. Do not try to describe everything. | Selective detail is more useful than exhaustive description. |
| 20 sec | Say the key response first. One clear sentence plus one reason is usually enough. | Short tasks reward directness. |
| 15 sec | Make a tiny plan: answer, reason 1, reason 2 or picture 1, picture 2, picture 3. | Preparation time prevents running out of ideas mid-answer. |
| 30 sec | Use three connected sentences. Keep speaking until the answer is complete, but do not rush. | Longer tasks need content, not filler. |
| Last seconds | Add a short conclusion: Daarom kies ik dit, Dat is mijn advies, or Zo moet je het doen. | A conclusion makes the answer feel complete. |
Rubric
Each answer is scored on a small set of criteria — precondition, content (short or long), and language/pronunciation/tempo — with longer tasks carrying more content points. Precondition is the gatekeeper: if the first sentence does not fit the situation, the rest of the answer is not scored, so anchor the opening line to the task before worrying about polish.
Precondition
| Score | Description |
|---|---|
| 0 | The response is not understandable Dutch or does not fit the situation at all. |
| 1 | The response is understandable Dutch and has at least some connection to the situation. |
Content in short tasks
| Score | Description |
|---|---|
| 0 | The requested language action is missing or unclear. |
| 1 | The request, description, choice, advice, or explanation is clear enough for the situation. |
Content in longer tasks
| Score | Description |
|---|---|
| 0 | The answer refers to the situation but is almost impossible to follow. |
| 1 | The answer partly responds to the task, but the language action or required details are incomplete. |
| 2 | The answer gives the requested response with one missing detail, one unclear point, or limited use of the speaking time. |
| 3 | The answer clearly does what the task asks, with enough reasons, steps, examples, or picture details. |
Language, pronunciation, and tempo
| Score | Description |
|---|---|
| 0 | Many mistakes, unclear pronunciation, or very slow tempo make the answer hard to understand. |
| 1 | The answer is partly understandable but has many grammar, vocabulary, pronunciation, or tempo problems. |
| 2 | The answer is generally understandable with some mistakes or pauses. |
| 3 | The answer is clear, connected, and easy to follow for B1, even if it is not perfect. |
If the response is completely outside the task, the rest of the answer is not scored. Always make the first sentence fit the situation.
Answer frames
- Kunt u mij helpen met ...?
- Zou u alstublieft ...?
- Ik bel omdat ik graag wil vragen of ...
- Ik kies voor ..., omdat ...
- Ik vind ... beter, want ...
- Voor mij is ... handiger, omdat ...
- Ik zou ... doen, omdat ...
- Mijn advies is om eerst ... en daarna ...
- Volgens mij is het verstandig om ...
- Op het eerste plaatje zie ik ...
- Daarna ...
- Ten slotte ...
- Ik vind dit een goed idee, omdat ...
- Ik ben het daar niet mee eens, want ...
- Een voordeel is ..., maar een nadeel is ...
- Er is een probleem met ...
- Dat is lastig, want ...
- Daarom wil ik graag ...
Repair phrases
- Sorry, ik bedoel ...
- Ik zeg het anders: ...
- Even denken.
- Het woord weet ik niet, maar ik bedoel ...
- Laat ik opnieuw beginnen.
- Dat is moeilijk uit te leggen, maar ...
- Een voorbeeld is ...
Common mistakes
- Only describing the picture when the task asks for advice, a request, or an opinion.
- Giving one reason when the task asks for two reasons.
- Forgetting one picture in a two-picture or three-picture task.
- Starting with a long introduction instead of answering the question.
- Reading prompt words aloud instead of speaking naturally.
- Stopping after one very short sentence in a longer 30-second task.
- Using English when a Dutch word is missing instead of explaining around it.
- Speaking too softly or too fast because of nerves.
Example answers
Opgave 1: Bellen voor een proefles
U belt een sportschool omdat u een proefles wilt volgen.
Answer plan
- Open politely and state why you are calling.
- Make the request clearly using Kunt u or Ik wil graag.
- Add one practical detail such as timing.
Self-check
- Did I open with a polite greeting?
- Did I make the request clearly?
- Did I keep the answer within 20 seconds?
Example answer
Goedemorgen, ik wil graag vragen of ik volgende week een proefles kan volgen. Kunt u mij vertellen wanneer dat mogelijk is?
Opgave 2: Gemorste koffie beschrijven
U ziet dat een collega koffie over documenten heeft gemorst. Vertel wat er is gebeurd.
Answer plan
- Name who spilled and what happened.
- Add one visible consequence.
- Use past tense throughout.
Self-check
- Did I say what happened and who was involved?
- Did I mention a consequence?
- Did I use past tense correctly?
Example answer
Mijn collega heeft per ongeluk koffie over de papieren gemorst. De papieren zijn nat, dus we moeten ze opnieuw printen.
Opgave 3: Cursustijd kiezen
U kiest tussen een ochtendcursus en een avondcursus.
Answer plan
- State your choice clearly with Ik kies voor.
- Give one reason using want or omdat.
- Stop when the reason is given.
Self-check
- Did I choose one option directly?
- Did I give a reason?
- Did I avoid comparing both options at length?
Example answer
Ik kies voor de avondcursus, omdat ik overdag werk. In de avond heb ik meer rust om te leren.
Opgave 4: Advies bij een zware stage
Een vriend wil stoppen met zijn stage omdat het zwaar is. Geef advies.
Answer plan
- Give clear advice: Ik zou nog niet meteen stoppen.
- Give two reasons such as a talk with the supervisor and the cv value.
- Close with a condition or next step.
Self-check
- Did I give advice directly?
- Did I give two reasons?
- Did I use enough speaking time for a 30-second answer?
Example answer
Ik zou nog niet meteen stoppen. Praat eerst met je stagebegeleider, want misschien kun je andere taken krijgen. Bovendien staat deze stage goed op je cv. Als het daarna nog steeds niet lukt, kun je samen naar een oplossing zoeken.
Opgave 5: Fiets huren uitleggen
Leg uit hoe iemand een fiets huurt met drie plaatjes.
Answer plan
- Cover all three pictures in sequence.
- Use eerst, daarna, and ten slotte.
- Keep each step to one clear sentence.
Self-check
- Did I mention all three pictures?
- Did I use sequence words?
- Was the explanation easy to follow?
Example answer
Eerst kiest hij een fiets bij het station. Daarna scant hij zijn pas bij het apparaat en controleert hij of het slot open is. Ten slotte fietst hij weg en brengt hij de fiets later weer terug.
Opgave 6: Mening over telefoons in de les
Sommige scholen willen telefoons in de les verbieden. Wat vindt u?
Answer plan
- State your opinion in the first sentence: Ik vind het goed or slecht.
- Give one or two reasons.
- Add an example or exception if time allows.
Self-check
- Did I state my opinion clearly?
- Did I give at least one reason?
- Did I mention an example or exception?
Example answer
Ik vind dat een goed idee. Studenten kunnen zich dan beter concentreren en praten meer met elkaar. Natuurlijk moet er een uitzondering zijn als iemand bereikbaar moet zijn voor familie.
Final checklist
- I answer the exact task in my first sentence.
- I use polite language when I ask for help or make a request.
- I give two reasons when the task asks for two reasons.
- I use every required picture.
- I connect sentences with want, omdat, daarom, eerst, daarna, or ten slotte.
- I repair mistakes instead of stopping.
- I speak clearly and loudly enough.
- I stop only after the answer is complete.
Practise this skill in the app
Download the PDF, then jump into interactive practice for grading and feedback.