Activate teaching-pet-for-schools-speaking

7,164 views

Published on

Speaking Overview

Published in: Education, Technology
  • Be the first to comment

Activate teaching-pet-for-schools-speaking

  1. 1. Paper 3: SpeakingS Overview How long is the Speaking test? 10–12 minutes How many parts are there? 4 Who will be in the room? Normally 2 candidates and 2 examiners. One examiner is an interlocutor and manages the test by asking questions and setting up the tasks. The second examiner is an assessor and does not speak. How is the paper marked? Candidates are assessed throughout the test. The assessor gives detailed marks and the interlocutor gives a global mark. Part 1 A conversation between the interlocutor and each candidate in turn General personal factual questions about the candidate’s life, likes and dislikes, etc. Part 2 The candidates talk to each other using visual prompts The candidates work together to reach a decision on a task given to them by the interlocutor. Part 3 Each candidate is given a different photograph to talk about for one minute. The photographs are linked in theme. Part 4 The candidates talk to each other on a topic based on the theme of the pictures. What is the focus of …? …..Part 1 social and interactive language …..Part 2 making and responding to suggestions, discussing alternatives, making recommendations, negotiating agreement …..Part 3 describing photographs, using a range of language, managing discourse …..Part 4 general interaction about likes, dislikes, experiences, etc. 43
  2. 2. S Speaking Parts 1-4 FAQs Q Why do candidates take the exam in pairs? A All the Cambridge speaking tests are taken in pairs. Candidates need to show that they can speak by themselves, managing their discourse effectively, but also be able to use social and interactional language. Q When are candidates assessed? A All through the whole test. Q What are candidates assessed on? A Grammar and vocabulary, pronunciation and interactive communication. There is also a global mark given by the interlocutor. Q What happens if one candidate is stronger than the other? A It is not important – candidates are assessed individually and they are not compared with each other. The examiners listen to both candidates and mark them individually. Q What happens if candidates can’t agree on a decision in Part 2? A It doesn’t matter. The important thing is the discussion, and candidates should address the task and keep the conversation going. They should try to reach a decision but not worry if they don’t. Q What happens if candidates don’t talk for a full minute in Part 3? A Candidates should try to talk for a full minute as this will allow them to show a range of language. However, if they stop after 45 seconds or so, the interlocutor will just go on with the test and the candidate will be assessed on what they have said. Q What happens if candidates don’t understand the instructions? A They should ask the interlocutor to repeat what was said. They will not lose marks if they sometimes ask for repetition.44
  3. 3. S Speaking Parts 1-4 Task preparation Part 1 As with KET preparation, give students as much opportunity as possible in class to talk about themselves and their interests. Part 2 Tip: Candidates are assessed on their ability to take part in the task, not the outcome of their discussions, so they don’t have to complete the task in the time given. However, the task directs their discussion and they should make sure they address it. It is important that they discuss as many of the visuals as possible, and they can also bring in their own ideas if they wish. Do work in class on interactive language for specific functions such as agreeing, disagreeing, suggesting and so on. You could give the class a topic such as: ‘Are mobile phones a good thing?’ Put the class into pairs. Ask each pair to come up with 3 points that support the idea and 3 points against it. Then either have a whole-class debate or put the students into groups of 4, where they take it in turns to make their point and then the other pair agree or disagree with it. Part 3 Students should describe what they see in their picture as fully as possible. Their partner’s picture will be on the same theme. Encourage students to bring their own pictures to class; they can describe their pictures to each other. Part 4 Students should ask each other questions about the topic as well as give their own opinions. 45
  4. 4. 46 Preliminary English Test for Schools Speaking Test Part 1 (2-3 minutes) Sample Test Phase 1 Phase 2 Interlocutor Interlocutor A/B Good morning / afternoon / evening. Can I have your mark sheets, please? (Select one or more questions from the list to ask each candidate. Use candidates’ names throughout. Ask Candidate B first.) Activate! Teaching PET for Schools (Hand over the mark sheets to the Assessor.) A/B I’m ………… and this is ………… . What’s your favourite school subject? Why? He / she is just going to listen to us. Tell us about your English teacher. A Now, what’s your name? Thank you. What do you enjoy doing in your free time? B And what’s your name? Tell us about your family. Thank you. Thank you. Back-up prompts B Candidate B, what’s your surname? How do you write your family How do you spell it? / second name? Thank you. A And, Candidate A, what’s your surname? How do you write your family How do you spell it? / second name? (Introduction to Part 2) In the next part, you are going to talk to each other. Thank you. (Ask the following questions. Ask Candidate A first.) Where do you live / come from? Do you live in …? Do you study English at school? Do you have English Do you like it? lessons? Thank you. (Repeat for Candidate B.) p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r 43 Part 1 PAPER 3: SPEAKINGReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL
  5. 5. 44 Part 2 Speaking Test 1 (Leaving present) Part 2 (2-3 minutes) Interlocutor Say to both candidates: PAPER 3: SPEAKING I’m going to describe a situation to you. A boy is leaving his school because his parents are going to work in another country. The students in his class want to give him a present. Talk together about the different presents they could give him and then decide which would be best. Here is a picture with some ideas to help you. Place Part 2 booklet, open at Task 1, in front of candidates. Pause I’ll say that again. A boy is leaving his school because his parents are going to work in another country. The students in his class want to give him a present. Talk together about the different presents they could give him and then decide which would be best.Reproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL All right? Talk together. Allow the candidates enough time to complete the task without intervention. Prompt only if necessary. p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet. About 2-3 minutes (including time to assimilate the information) Sample Test Activate! Teaching PET for Schools47
  6. 6. 48 Speaking Test 1 (Teenage bedroom) Part 3 (3 minutes) Sample Test Interlocutor Say to both candidates: Now, I’d like each of you to talk on your own about something. I’m going to give each of you a photograph of teenagers in their bedrooms at home. Candidate A, here is your photograph. (Place Part 3 booklet, open at Task 1A, in front of Candidate A.) Please show it to Candidate B, but I’d like you to talk about it. Candidate B, you just listen. I’ll give you your photograph in a moment. Activate! Teaching PET for Schools Candidate A, please tell us what you can see in your photograph. (Candidate A) Approximately one minute If there is a need to intervene, prompts rather than direct questions should be used. Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet from Candidate A. © Abode/Beateworks/Corbis Interlocutor Now, Candidate B, here is your photograph. It also shows a teenager in his bedroom at home. (Place Part 3 booklet, open at Task 1B, in front of Candidate B.) Please show it to Candidate A and tell us what you can see in the photograph. (Candidate B) Approximately one minute Thank you. (Can I have the booklet please?) Retrieve Part 3 booklet from Candidate B. Part 4 (3 minutes) Interlocutor Say to both Your photographs showed teenagers in their bedrooms at home. Now, I’d like you candidates: to talk together about the things you have in your bedrooms at home now and the things you’d like to have in your bedrooms in the future. Allow the candidates enough time to complete the task without intervention. Prompt only if necessary. Thank you. That’s the end of the test. Parts 3 & 4 should take about 6 minutes together. p e t f o r sc h o o l s h a n d b o o k f o r te ac h e r s | pa p e r 3 : s p e a k i n g | sa m p l e pa p e r 45 Parts 3 and 4 PAPER 3: SPEAKINGReproduced from the PET for Schools Handbook for Teachers with the permission of Cambridge ESOL

×