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Preliminary Speaking Part 2 – teacher’s notes

Description
To introduce and practise Part 2 of the Speaking test and to consider what makes a good performance in
Preliminary Speaking Part 2 Also to identify and practise some useful language for Preliminary Speaking
Part 2.

Time required: 60 minutes
Materials  Sample task
required:
 Student’s worksheets 1 and 2
 Student’s worksheet 2 Exercise 1 cut up into strips
 OHT of assessment criteria
 Transcript of Part 2 of the Speaking test
 Optional: video recording of Eva and Bertha from Cambridge English Preliminary
Speaking Test Preparation Pack)

Aims:  to introduce and practise Part 2 of the Speaking test
 to consider what makes a good performance in Preliminary Speaking Part 2
 to identify and practise some useful language for Preliminary Speaking Part 2

Procedure
1. Introduce Part 2 of the Speaking test by eliciting any information about it that your students already
know. Establish the basics by asking questions such as:
 Do you work alone or with your partner in Part 2? (With your partner)
 Are there any visual materials? (Yes, there are some pictures)
 Is this a roleplay? (No, but you are given a situation to talk about)
2. Hand out the sample task and the student’s worksheet. Direct students to Exercise 1 on the
worksheet and ask them to discuss the questions with a partner by referring to the sample task.
3. Whole class discussion of the features of the task (see key).
4. Elicit or remind students of the assessment criteria using the OHT with the assessment criteria.
Point out that interactive communication is important in Part 2 but that candidates are assessed on
their own performance, not in relation to their partner.
5. If possible, play the video or recording of Part 2. If you don’t have access to the Speaking test video
pack, you could record yourself and two colleagues doing Part 2 as an audio recording, using the
transcript provided here. If no recording is possible, hand out the transcript for students to read
through. Ask students to consider the questions in Exercise 2 of the student’s worksheet while they
watch/listen/read.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom
use provided no charge is made. For further information see our Terms and Conditions.

Hand out Student’s worksheet 2 in its complete form. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made.) © UCLES 2008.)  You should try to talk more than your partner (False. you should try to paraphrase what it is e. you must listen carefully to what you need to do in the task. Class discussion of their answers. timing 3 minutes and listening to the other two students completing the task. Ensure a similar number of pairs are doing each situation. so try not to look at the pictures immediately as you will probably get distracted and not hear the instructions properly. turn taking and interesting vocabulary and grammar. a candidate who dominates the task and doesn’t give their partner a chance to speak will lose marks. 9. Point out that Eva could have extended her comments about bringing her umbrella. Go around the class. Encourage them to comment in a positive way about use of phrases. Students match the phrases and headings in pairs. Give students the cut up strips from Student’s worksheet 2 Exercise 1 with one phrase on each strip and the separate headings. 6. find out from each pair what they decided upon and give feedback on language and performance. Refer students to Student’s worksheet 2 Exercise 2 and allocate one situation to each pair. 15. 11. Ask each examiner for some feedback about their candidates. You could highlight examples of both good language and language which needs improving or correcting and getting the students to do this themselves. 17. 14. 13. Put the following true/false statements about Part 2 on the board. with the examiner reading the instructions. Refer students back to the sample task. Divide the class into groups of three. monitoring performance and language.  It’s more important to look at the pictures as soon as you get them than to listen to the examiner’s instructions. Explain that they are now going to practise some of the functional language that might be useful in Part 2 and refer back to the examples used by Eva and Bertha to demonstrate what this is. Go round the class. Check if any phrases are unfamiliar and present and drill the pronunciation for these phrases and allow students a few minutes to practise by themselves. you should just ignore it. 10. (False.)  If you don’t know the correct vocabulary for one of the pictures. (False. Students self check the matching task. For further information see our Terms and Conditions. 12. . 7. Ask the pairs to discuss the topic and to come to a decision only after they have talked about all five options. and that during it they should use some of the functional language you’ve just been working on. When they have finished the task. The aim is to work together and take turns. Students complete the sample task. a wallet is something that you carry your money and credit cards in. monitoring performance and language. Allocate one student in each group to be the examiner and the other two students to be candidates. 16.g. Explain that students are going to practise a Part 2 task with their partner. Give students a few minutes to consider them before rounding off with a discussion about the answers. 8.

(False.) © UCLES 2008. Candidates should talk about all the options and give their reasons for selecting or rejecting them. the examiners can only give marks on the language they hear in the test. By coming to a decision too early. . For further information see our Terms and Conditions.  You should come to a decision as quickly as possible. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. the candidates are not giving themselves the opportunity to show the examiner what they can do.

They want to hear you talking about the topic and interacting with your partner. The examiners want to hear your language. © UCLES 2008. what do you think? c) Which of these speaking skills are needed for Part 2? • Making suggestions Yes • Responding to suggestions Yes • Answering personal questions No • Discussing alternatives Yes • Making recommendations Yes • Negotiating agreement with your partner Yes • Roleplay No • Talking about your plans for the future No d) What do you think is more important. . b) What kind of language will you need to do the task? • language for describing the objects in the pictures • future tense e. the discussion or the decision? Why? The discussion. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. because • language for giving and asking for opinions e. I think. a camera is the most important thing to bring / a camera is more important than a stereo • language for giving reasons e. For further information see our Terms and Conditions.g.g. not your ideas.Preliminary Speaking Part 2 – answer keys Key to Student’s Worksheet 1 Exercise 1 a) Look at the instructions. she will need • modal verbs e. What do you have to do? Talk with your partner about the things a friend of yours will need when she comes to spend 6 months in England.g. she might need • superlatives and comparatives e.g.g.

• Make a suggestion Both • Ask the other’s opinion Eva ‘So what do you think he has to bring with her?’ • Show a preference Both • Agree or disagree Both agree a lot. yes?’ This is a nice way to start the activity as it makes it realistic.Key to Student’s Worksheet 1 Exercise 2 1. Do they discuss all options? Yes they do 2. For further information see our Terms and Conditions. 3. Do they both speak equally? Why / why not? Although Bertha gives longer answers than Eva. there are lots of examples where they give reasons using ‘because’ 4. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. they both take turns and Eva starts and sums up the activity. © UCLES 2008. Does either candidate do the following? • Start the activity Eva ‘My friend Alicia is coming from Spain for six month because she need to improve her English. Do they give reasons for their opinions? Yes. • Sum up Both make a final comment. • Keep the discussion going Bertha continues Eva’s ideas about the radio. .

including such skills as initiating and responding. For further information see our Terms and Conditions.Preliminary Speaking Part 2 – Assessment criteria • Grammar and Vocabulary This includes how accurate and appropriate the candidate’s grammar and vocabulary are as well as the range that is used • Discourse Management This is how coherent. long and relevant a candidate’s answers are • Pronunciation This is how clear a candidate’s English sounds are as well as their stress. • Interactive Communication This is how well a candidate uses their language to communicate with their partner. rhythm and intonation. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. taking turns and keeping the task going. An accent is fine as long as the candidate can be understood. . • Global Achievement This is the interlocutor’s assessment of how effective a candidate is in dealing with the tasks in all four parts of the speaking test © UCLES 2008.

. Do they discuss all options? 2. Does either candidate do the following? • start the activity • make a suggestion • ask the other’s opinion • show a preference • agree or disagree • keep the discussion going • sum up © UCLES 2008. 1. For further information see our Terms and Conditions. think about these questions. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. Do they both speak equally? Why / why not? Do they give reasons for their opinions? 3. What do you have to do? b) What kind of language will you need to do the task? c) Which of these speaking skills are needed for Part 2? making suggestions responding to answering personal discussing suggestions questions alternatives making negotiating agreement roleplay talking about your recommendations with your partner plans for the future d) What do you think is more important.Preliminary Speaking Part 2 – Student’s worksheet 1 Exercise 1 Look at the sample Part 2 and discuss the following questions with a partner: a) Look at the instructions. the discussion or the decision? Why? Exercise 2 While you are watching/ listening to/ reading the sample Part 2.

Practise saying and using them. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. © UCLES 2008. Talk about all the suggestions. that’s a good point.Preliminary Speaking Part 2 – Student’s worksheet 2 Exercise 1 Here are some useful phrases for Preliminary Speaking Part 2. I don’t think that’s such a good idea. . what do you think? Do you think that’s a good idea? Showing preferences I prefer… I think this is better because… Agreeing Yes. I see what you mean. I’m not so sure about that. Starting Shall we start with this one? Let's start with this one. For further information see our Terms and Conditions. Choosing/summing up Which one shall we choose? So. shall we? Suggesting I think this would be good because… This wouldn’t be such a good idea because… Asking your partner So. Disagreeing Well. shall we choose this one? Do we agree that this is the best one? Exercise 2 Discuss the situation your teacher tells you to.

Place Part 2 booklet. Allow the candidates enough time to complete the task without intervention. . Talk together about the things she will need in England and decide which are the most important things to take / bring with her. open at Task 1. Pause I’ll say that again. For further information see our Terms and Conditions. Here is a picture with some ideas to help you. Talk together about the things she will need in England and decide which are the most important things to take / bring with her.  About 2-3 minutes (including time to assimilate the information) © UCLES 2008. A friend of yours in planning to spend 6 months in England to improve her English. in front of candidates. (Can I have the booklet please?) Retrieve Part 2 booklet. Prompt only if necessary. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made.Preliminary Speaking Part 2 – Sample task Speaking Test 1 (Trip to England) Part 2 (2-3 minutes) Say to both candidates: I’m going to describe a situation to you. All right? Talk together. A friend of yours in planning to spend 6 months in England to improve her English. Thank you.

.© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms and Conditions.

you can improve your English quickly. maybe.the clothes (pronounced: clo-this) because it's very cold here. yes? Bertha: Uh-huh. Alright? Talk together. . you can also use the tape from the school to make a listening exercise and all these things. And also the. you're going to talk to each other. I think she has to bring er…a lot of money and maps and the tourist guide because I remember when I come here in London for the first time I spent a lot of money in transport. So maybe Alicia should bring… Eva: I think the most important thing is bring the radio.. In the next part.Preliminary Speaking Part 2 – Transcript Interlocutor: Thank you. to find a place to sleep. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. you learn a lot if you listen English all the day. Both: Okay Eva: Er…my friend Alicia is coming from Spain for six month (sic) because she need er to improve her English.. famous places like Big Ben. Bertha: So you should tell.. tell her that bring Eva: Yes Bertha: Yeah. in buying the maps and it was very useful to have the . So I think it's the most important. Talk together about the things she will need in England and decide which are the most important things to bring with her. Here is a picture with some ideas to help you. Eva: Yes © UCLES 2008.the map because you have to move to all London to find a job. Eva: So what do you think that he .. It's very useful. Bertha: Yeah. the cassette because if you hear the radio every day. to have (indistinct) the experience you have here because (Yes) it's crazy…remember the first months you experience new things and you met a lot of people. an accommodation. Um. I forgot my umbrella when I arrived at London. I'm going to describe a situation to you: a friend of yours is planning to spend six months in England to improve her English. For further information see our Terms and Conditions. Eva: Yes. Talk together about the things she will need in England and decide which are the most important things to bring with her. And it's raining. (Okay) I'll say that again: a friend of yours is planning to spend six months in England to improve her English.. it's not very much important but it's very useful to have the camera to make pictures about all the places in London.. he has to bring with her? Bertha: Hmmm. yeah.

. © UCLES 2008.Bertha: So I think she should be… Eva: So. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. Interlocutor: Right. Thank you. Eva: Uh-huh. Bertha: Sure. For further information see our Terms and Conditions. it's better for her. yeah. the most important things is bring a lot of money and with money you can do everything! Bertha: Everything. But if you can bring this stuff from Spain. Eva: You're welcome.