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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.

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

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

g. because • language for giving and asking for opinions e. They want to hear you talking about the topic and interacting with your partner. she will need • modal verbs e. © 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.g. 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. b) What kind of language will you need to do the task? • language for describing the objects in the pictures • future tense e. not your ideas.g. I think. For further information see our Terms and Conditions. . This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. she might need • superlatives and comparatives e. the discussion or the decision? Why? The discussion.g. a camera is the most important thing to bring / a camera is more important than a stereo • language for giving reasons e.g. The examiners want to hear your language.Preliminary Speaking Part 2 – answer keys Key to Student’s Worksheet 1 Exercise 1 a) Look at the instructions.

For further information see our Terms and Conditions. Do they give reasons for their opinions? Yes. • 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. 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. they both take turns and Eva starts and sums up the activity. . This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made.Key to Student’s Worksheet 1 Exercise 2 1. 3. Do they both speak equally? Why / why not? Although Bertha gives longer answers than Eva. • Keep the discussion going Bertha continues Eva’s ideas about the radio. there are lots of examples where they give reasons using ‘because’ 4. • Sum up Both make a final comment. © UCLES 2008. yes?’ This is a nice way to start the activity as it makes it realistic. Do they discuss all options? Yes they do 2.

including such skills as initiating and responding. For further information see our Terms and Conditions. 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. long and relevant a candidate’s answers are • Pronunciation This is how clear a candidate’s English sounds are as well as their stress. rhythm and intonation.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. taking turns and keeping the task going. . This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. • Interactive Communication This is how well a candidate uses their language to communicate with their partner.

the discussion or the decision? Why? Exercise 2 While you are watching/ listening to/ reading the sample Part 2.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. . think about these questions. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. 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. For further information see our Terms and Conditions. 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. Do they both speak equally? Why / why not? Do they give reasons for their opinions? 3. 1. Do they discuss all options? 2.

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

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. in front of candidates. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. Prompt only if necessary. Allow the candidates enough time to complete the task without intervention. Thank you. (Can I have the booklet please?) Retrieve Part 2 booklet. Place Part 2 booklet.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. Talk together about the things she will need in England and decide which are the most important things to take / bring with her. For further information see our Terms and Conditions. A friend of yours in planning to spend 6 months in England to improve her English. All right? Talk together.  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. Pause I’ll say that again. . Here is a picture with some ideas to help you.

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

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

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