Cambridge English: First for Schools Lesson Plan: Speaking...

Cambridge English: First for Schools 2 Speaking Test 8 Lesson Plan © Cambridge University Press and UCLES 2017

Cambridge English: First for Schools

Lesson Plan: Speaking

This lesson plan accompanies Cambridge English: First for Schools 2 Speaking Test 8, Parts 1 and 2.

This lesson is suitable for students towards the end of their Cambridge English: First for Schools course.

Lesson Goals

1. To familiarise students with question types and possible topics of the Cambridge English:First for Schools Speaking Test Part 1

2. To help students feel more confident when answering questions about themselves in Part1 of the Speaking Test

3. To provide useful language for students to develop and extend their answers in Part 2 ofthe Speaking Test

4. To provide timed exam-style speaking practice for Part 2 of the Speaking Test5. To familiarize students with aspects of Speaking assessment

Activity (see brackets for resources required) Time needed

Interaction

Warmer (Computer with internet connection and projector, Resource 1 for teacher)

5-10 mins

Introduction and Listening to the examiner’s questions • Students should be familiar with the Speaking Test, so elicit what

they have to do in Parts 1 and 2. Ask these questions, ifnecessary:

o Are short, one-word answers enough in Part 1? (No,although students should not extend their answersbeyond three sentences)

o How long does each candidate have to talk about thephotographs in Part 2? (1 min for speaking candidateand 30 seconds for listening candidate)

o Will you lose marks if you ask the examiner to repeat thequestion? (No, as long as you ask before you startspeaking then this is not penalised)

o Is it a problem if the interlocutor interrupts you? (No, it isjust a sign that your time has finished. Don’t feeloffended!)

• Explain the importance of listening to the interlocutor’sinstructions and questions in order to give an appropriateanswer.

• Tell students they are going to watch two students doing a Firstfor Schools Speaking Exam. Ask them to write down the

2 mins

1 min

3 mins

S-Tand T-S

T-S

T-Sthen S


questions the interlocutor asks the candidates in Part 1. Stop the video at min. 2:36. You can find the video here: https://www.youtube.com/watch?v=FmdSqVyNrLk

• Write the questions up on the board for students to check (see Resource 1) and answer any questions the students may have about the format of the exam. For example, who is the person sitting behind the interlocutor and what do they do? (The assessor just listens to you) or What is a marksheet? (The piece of paper the assessor completes with your marks at the end of your Speaking Exam).

• Put students in pairs and ask them to interview their partner using the questions. Each candidate should answer two or three questions in approximately 1 minute.

2 mins

2 mins

T-S

S-S

Main activities (Resource 2 Interview cards (cut up), individual copies of Resource 3 and Resource 4 for each student, Test 8 Speaking Part 2 speaking material for each pair, clocks/watches with a stop-clock function)

30-35 mins

Part 1 (General questions about themselves)

• Tell the students that in Part 1 of the Speaking Test they will be asked two or three questions about their everyday life by the interlocutor. Elicit from the students why they should not give one-word or minimal answers, but try to think of two or three things to say. Give a model answer to a question, for example: Do you like to be busy every day?

Well, no, I can’t say I really like being busy, but from Monday to Friday I have to be because I have a lot of studying to do and I also train regularly in a swimming team. However, at the weekend I prefer not to be busy and I enjoy spending time relaxing with friends.

• Give each student one of the interview cards in Resource 2. Each card has six questions based on the same topic. Ask students to move round the class asking their questions to different students, and answering a question from the other student’s card in return. Students must not read the questions they are being asked, but should listen carefully to what the speaker is saying before answering appropriately.

Part 2 (Long turn – compare two photographs and answer a question) • Remind students that the interlocutor will ask the speaking

candidate to do two things in this part: compare (not describe) the photographs and answer a question about them in 1 minute. It’s important to do both tasks and speak for a full minute.

• Give students practice speaking for 1 minute. In pairs, one student is the candidate and the other is the interlocutor. Give each pair a copy of Resource 3. Tell the interlocutor to choose

3 mins

7 mins

1 min

7 mins

T-S

Ss-Ss

T-S

S-S

https://www.youtube.com/watch?v=FmdSqVyNrLk


three topics on the list and ask the candidate to talk about each of them in turn for 1 minute, timing them with a clock/watch and indicating when the minute is over. Students then exchange roles and repeat using different topics. By repeating the activity three times the students should learn to judge how long they need to speak for.

• Comparing photographs. Give each student a copy of Resource 4 with useful language for comparing/contrasting and making speculations. Check through the vocabulary and language.

• Draw an inverted triangle on the board and label as below:

• Tell students to try to use this triangle to help them to structure their answers to Part 2 by thinking first of a similarity between the two images, then looking for something different, and then answering the question, making a speculation and giving your opinion, if appropriate.

• Then, in pairs, ask students to look at the EXAM FOCUS photographs A and B in Resource 4 and use the words and expressions to structure an answer to the question. Model an example first, based on the triangle above: Both pictures show people doing outdoor activities in the forest. Whereas in Picture A there are two people, in Picture B there is a group of people, maybe friends. I imagine the couple in Picture A are enjoying spending some time together away from their work and stressful city life, whilst it seems the group of friends are enjoying celebrating a special occasion together outdoors.

• Organise the students into pairs and give each pair Test 8 Speaking Part 2 photographs (8A-8D). Tell them to take turns to be the interlocutor and the candidate. The interlocutor should read the instructions and time the candidate, stopping them after 1 minute. Listen carefully to the candidate’s answers and give feedback at the end.

• To finish, ask some students the short question about the photographs, based on the interlocutor’s question to the listening candidate: Which of these activities would you prefer to do (and why)?

2 mins

2 mins

1 min

4 mins

4 mins

3 mins

T-S

T-S

T-S

T-S then S-S

S-S then T-S

T-S

Similarities Differences

?


Extension activity (p118-119 and Test 8 Speaking Part 1 and 2 speaking material for each group)

15 mins

Speaking Assessment: Role Play

• Hand out pages 118 (Speaking Assessment criteria) and 119 (Global Achievement scale) to each student. Explain that these are the aspects that the interlocutor and the assessor consider when they are assessing your Speaking Test. Make sure students understand each aspect.

• Organise the class into groups of four students. Tell students that they should assign an interlocutor, an assessor and two candidates in the group and that the candidates need to sit opposite the interlocutor and the assessor behind the interlocutor. Give them time to re-organise tables and chairs accordingly.

• Hand out Exam speaking material for Parts 1 and 2. Tell students to role play Parts 1 and 2 of the Speaking Exam, timing the candidates carefully. When two candidates have completed their turn, the assessor and interlocutor give a mark from 0 – 5 for each aspect on their Assessment tables.

• Change roles and repeat until each student has had a chance to play each role. Observe the students and deal with any issues that arise.

2 mins

2 mins

5 mins

6 mins

T-S

T-S

Ss-Ss

Ss-Ss


Resource 1

Teacher’s notes

Part 1 questions from the video:

1. And your names are?

2. Can I have your marksheets, please?

3. Where are you from, Victoria?

4. And Edward, where are you from?

5. Victoria, how do you like to spend your evenings?

6. And Edward, tell us about a festival or celebration in Peru.

7. Victoria, do you use the Internet very much?

8. Edward, tell us about a film you really like


Resource 2

Interview cards

CARD 1: Area where you live or used to live

1. Is there anything you would like to learn about your country? 2. Which area of your country would you like to get to know better? 3. What’s the most interesting place you’ve visited near where you live? 4. Could you tell me something about the area where you grew up? 5. Describe your family home

CARD 2: Sports

1. Are you interested in sport? 2. Is there a sport you’d really like to try? 3. What sports do people play most in your country? 4. How much exercise do you take each week? 5. Do you like to be physically active or do you prefer relaxing?

CARD 3: Leisure

1. How much TV do you watch in a week? 2. Tell us about a TV programme you’ve seen recently 3. Do you have a favourite newspaper or magazine? 4. What sort of books do you read? 5. Does anyone you know have an interesting hobby? 6. Do you prefer to be outside or inside when you have free time?

CARD 4: Work and study

1. Do you use the internet to learn new things? 2. Do you prefer working on your own or with other people? 3. What kind of work would you really like to do in the future? 4. Are you happier doing mental or physical work? 5. What do you think were the most important things you learned at

primary school? 6. Would you prefer to work for a big or small company?


Resource 2 Continued

CARD 5: Family and friends

1. Who do you spend your free time with? 2. Who are the most important people in your life? 3. Do you and your friends share the same ideas? 4. Tell me about your best friend? 5. Do you normally go out with family or friends?

CARD 6: Travel and holidays

1. Have you ever used your English on holiday? 2. Where would you really like to go on holiday in the future? 3. Do you like to plan your holidays carefully or do you prefer to just go? 4. How do you prefer to travel? By train or by plane? 5. What’s public transport like in your country?

CARD 7: Entertainment

1. Do you ever go to concerts? 2. Where do you like listening to music? 3. Do you like going to the cinema? 4. Do you enjoy playing computer games? 5. Do you enjoy shopping? 6. Do you like going to parties?

CARD 8: Daily life

1. How much time do you spend at home? 2. Tell us about a day you’ve really enjoyed recently 3. Do you like cooking? 4. Have you got any plans for this weekend? 5. What’s your favourite day of the week? 6. What’s your favourite part of the day?


Resource 3

Topic lists for 1 minute talks

Choose 3 topics you are going to ask your partner to talk about

� My best friend

� Flowers

� Bad weather

� Spicy food

� Chocolate

� Summer holidays

� Dogs

� Chewing Gum

� Wild animals

� Photography

� Camping trips

� Vegetarians

� Flags

� My favourite hobby

� How to make the perfect cup of tea

� Clouds

� Things that make me angry

� Brothers and sisters

� Music festivals

� Pocket money


Resource 4

Useful language for comparing/contrasting and speculating

Describing similarities and differences:

• Both pictures show …

• In the first picture …, whereas in the second picture …

• This picture shows …, but that one…

• In both pictures there’s …, though in this one …

• One difference between the pictures is that …

• In one respect the pictures are quite similar because …

• The two situations are completely different because …

• They are similar in that they both show …

• The biggest difference between them is that this one shows … but the other one.

Other expressions to compare photos:

• This looks far more … than that.

• The … in this picture look much more … than those

• What’s happening in this picture is just as … as what’s going on there.

• Doing … like that isn’t so … as …

• These people are … a lot more … than those are.


Resource 4 Continued

Speculative language

• I get the impression …

• I expect …

• He / She probably …

• I doubt that …

• Perhaps …

• He/ She might/may …

• I guess…

• They look as if …

• I imagine ….

EXAM FOCUS:

Now use these words and expressions to compare these photographs and say what the people are enjoying about doing these outdoor activities

Getty_824617130: Ascent/PKS Media Inc./The Image Bank/Getty Images Getty_508066351: Hero Images/Getty Images

Test 8

94

SPEAKING (14 minutes)

You take the Speaking test with another candidate (possibly two candidates), referred to here as your partner. There are two examiners. One will speak to you and your partner and the other will be listening. Both examiners will award marks.

Part 1 (2 minutes (3 minutes for groups of three))The examiner asks you and your partner questions about yourselves. You may be asked about things like ‘your home town’, ‘your interests’, ‘your career plans’, etc.

Part 2 (4 minutes (6 minutes for groups of three))The examiner gives you two photographs and asks you to talk about them for one minute. The examiner then asks your partner a question about your photographs and your partner responds briefly.

Then the examiner gives your partner two different photographs. Your partner talks about these photographs for one minute. This time the examiner asks you a question about your partner’s photographs and you respond briefly.

Part 3 (4 minutes (5 minutes for groups of three))The examiner asks you and your partner to talk together. They give you a task to look at so you can think about and discuss an idea, giving reasons for your opinion. For example, you may be asked to think about some changes in the world, or about spending free time with your family. After you have discussed the task for about two minutes with your partner, the examiner will ask you a follow-up question, which you should discuss for a further minute.

Part 4 (4 minutes (6 minutes for groups of three))The examiner asks some further questions, which leads to a more general discussion of what you have talked about in Part 3. You may comment on your partner’s answers if you wish.

© Cambridge University Press and UCLES 2016

Visual materials for the Speaking test

C10

8A

8B

Why have the people decided to eat together in these situations?



C11

8C

8D

What might the people find difficult about working hard in these situations?



C12

good friends

after school activities

school rules

friendly teachers

subjects they enjoy

How important are these if students want to feel

happy at school?

8E

What does of� cial mean?

Our authors are experts in the exams they write for. In addition, all of our exampreparation is of� cially validated by the teams who produce the real exams.

2016

OFFICIAL EXAMPREPARATIONMATERIALS CAMBRIDGE.ORG/EXAMS

TIONTERIALS What do we do?

Together, Cambridge University Press and Cambridge English Language Assessment bring you of� cial preparation materials for Cambridge English exams and IELTS.

of� cial

Our authors are experts in Our authors are experts in

In addition, all of our examIn addition, all of our examIn addition, all of our exam

validated by the teams who validated by the teams who validated by the teams who validated by the teams who validated by the teams who

Why else are our materials special?

Vocabulary is always ‘on-level’ as de� ned by the English Pro� le resource. Our materials are based on research from the Cambridge Learner Corpus to help students avoid common mistakes thatexam candidates make.


104

Test 8

Note: In the examination, there will be both an assessor and an interlocutor in the room. The visual material for Test 8 appears on pages C10 and C11 (Part 2), and C12 (Part 3).

Part 1 2 minutes (3 minutes for groups of three)

Interlocutor: Good morning/afternoon/evening. My name is ………… and this is my colleague ………… . And your names are?Can I have your mark sheets, please? Thank you.First of all, we’d like to know something about you.

• Where are you from, (Candidate A)?• And you, (Candidate B)?• What do you like about living (here / name of candidate’s

home town)?• And what about you, (Candidate A/B)?

Select one or more questions from any of the following categories, as appropriate.

Habits and routines• Do you like to be busy every day? (Why? / Why not?)• What sport do you enjoy playing? (Why do you like doing that?)• Do you enjoy watching TV? (What’s your favourite

programme?) (Why do you like it?)• Do you ever meet your friends in the evenings after school?

(What do you do together?)

The Weekend• Do you prefer to spend time with your family or with your

friends at the weekend? (Why?)• Are there a lot of interesting things to do in your town at the

weekend? (What do you do there?)• Do you often have to do homework at the weekend?

(How do you feel about that?)• Can you tell us something about what you’re planning to do

next weekend?

The Future• What are you going to do after school today? (Why?)• What would you like to do for your next birthday? (Why?)• Is there something you’d like to learn in the future?

(What would you like to learn?) (Why?)• What would you like to do when you leave school? (Why?)

Frames for the Speaking test


105


Eating together Working hard

Interlocutor: In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about your photographs on your own for about a minute, and also to answer a short question about your partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They show people eating together in different places.

Indicate pictures 8A and 8B on page C10 to Candidate A.

I’d like you to compare the photographs, and say why the people have decided to eat together in these places.

All right?

Candidate A: [1 minute]

Interlocutor: Thank you.

(Candidate B), do you often eat out with friends? (Why? / Why not?)

Candidate B: [Approximately 30 seconds]


Now, (Candidate B), here are your photographs. They show people working hard in different situations.

Indicate pictures 8C and 8D on page C11 to Candidate B.

I’d like you to compare the photographs, and say what you think they might find difficult about working hard in these situations. All right?

Candidate B: [1 minute]


(Candidate A), do you ever go to a library to work? (Why? / Why not?)

Candidate A: [Approximately 30 seconds]




106

Parts 3 and 4

Feeling happy at school


Interlocutor: Now, I’d like you to talk about something together for about two minutes. [3 minutes for groups of three]

Here are some things that many people believe are important if students want to feel happy at school, and a question for you to discuss. First you have some time to look at the task.

Indicate the visual 8E on page C12 to the candidates. Allow 15 seconds.

Now, talk to each other about how important these things are if students want to feel happy at school.

Candidates: [2 minutes / 3 minutes for groups of three]

Interlocutor: Thank you. Now you have about a minute to decide which is the most important thing that makes students feel happy at school.

Candidates: [1 minute]



Interlocutor: Use the following questions, in order, as appropriate:

• Do you think most students in(candidate’s country) feel happy aboutgoing to school every day? (Why? /Why not?)

• Do you think it’s true that it takes a longtime to feel happy when you start a new school?(Why? / Why not?)

• Some people say that students should be allowed to choosewhat they want to study. What do you think?

• Should schools give students longer breaks during the day?(Why? / Why not?)

• Do you think it’s a good idea for schools to organise trips tointeresting places during the school day? (Why? / Why not?)

• Should schools give prizes to good students at the end of theyear? (Why? / Why not?)

Thank you. That is the end of the test.

Select any of the following prompts, as appropriate:

• What do you think?• Do you agree?• And you?



117

Listening

One mark is given for each correct answer. The total mark is converted into a score on the Cambridge English Scale for the paper. In Part 2, minor spelling errors are allowed, provided that the candidate’s intention is clear. For security reasons, several versions of the Listening paper are used at each administration of the examination. Before grading, the performance of the candidates in each of the versions is compared and marks adjusted to compensate for any imbalance in levels of difficulty.

Speaking

Throughout the test candidates are assessed on their own individual performance and not in relation to the other candidate. They are assessed on their language skills, not on their personality, intelligence or knowledge of the world. Candidates must, however, be prepared to develop the conversation and respond to the tasks in an appropriate way. Candidates are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the Analytical Assessment scales for the following criteria:

Grammar and Vocabulary

This refers to the accurate use of grammatical forms and appropriate use of vocabulary. It also includes the range of language.

Discourse Management

This refers to the extent, relevance and coherence of each candidate’s contributions. Candidates should be able to construct clear stretches of speech which are easy to follow. The length of their contributions should be appropriate to the task, and what they say should be related to the topic and the conversation in general.

Pronunciation

This refers to the intelligibility of contributions at word and sentence levels. Candidates should be able to produce utterances that can easily be understood, and which show control of intonation, stress and individual sounds.

Interactive Communication

This refers to the ability to use language to achieve meaningful communication. Candidates should be able to initiate and respond appropriately according to the task and conversation, and also to use interactive strategies to maintain and develop the communication whilst negotiating towards an outcome.

Marks and results


118

B2Grammar andVocabulary Discourse Management Pronunciation

InteractiveCommunication

5 • Shows a good degreeof control of a rangeof simple and somecomplex grammaticalforms.

• Uses a range ofappropriate vocabularyto give and exchangeviews on a wide rangeof familiar topics.

• Produces extended stretches of languagewith very littlehesitation.

• Contributions are relevant and there is aclear organisation ofideas.

• Uses a range of cohesivedevices and discoursemarkers.

• Is intelligible.• Intonation is

appropriate.• Sentence and word

stress is accuratelyplaced.

• Individual sounds arearticulated clearly.

• Initiates and respondsappropriately, linkingcontributions to thoseof other speakers.

• Maintains and developsthe interaction andnegotiates towards anoutcome.

4 Performance shares features of Bands 3 and 5.

3 • Shows a good degreeof control of simplegrammatical forms, andattempts some complexgrammatical forms.

• Uses a range ofappropriate vocabularyto give and exchangeviews on a range offamiliar topics.

• Produces extended stretches of languagedespite some hesitation.

• Contributions are relevant and there isvery little repetition.

• Uses a range of cohesivedevices.

• Is intelligible.• Intonation is generally

appropriate.• Sentence and word

stress is generallyaccurately placed.

• Individual sounds aregenerally articulatedclearly.

• Initiates and respondsappropriately.

• Maintains and developsthe interaction andnegotiates towards anoutcome with very littlesupport.


1 • Shows a good degreeof control of simplegrammatical forms.

• Uses a range ofappropriate vocabularywhen talking abouteveryday situations.

• Produces responses which are extendedbeyond short phrases, despite hesitation.

• Contributions are mostly relevant, despitesome repetition.

• Uses basic cohesivedevices.

• Is mostly intelligible, and has some control ofphonological featuresat both utterance andword levels.

• Initiates and respondsappropriately.

• Keeps the interactiongoing with very littleprompting and support.

0 Performance below Band 1.

Marks and results


119

The interlocutor awards a mark for overall performance using a Global Achievement scale.

B2 Global Achievement

5 • Handles communication on a range of familiar topics, with very little hesitation.• Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is

generally coherent.


3 • Handles communication on familiar topics, despite some hesitation.• Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies

and inappropriate usage occur.


1 • Handles communication in everyday situations, despite hesitation.• Constructs longer utterances but is not able to use complex language except in well-rehearsed utterances.

0 Performance below Band 1.

Assessment for Cambridge English: First for Schools is based on performance across all parts of the test, and is achieved by applying the relevant descriptors in the assessment scales.

Marks and results


Cambridge English: First for Schools Lesson Plan: Speaking...

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