UNIVERSITY of CAMBRIDGE Fioarty b tereasensseceiiicnt E ‘xaminations Speaking Test Preparation Pack for First Certificate in English_ Speaking Test Preparation Pack for First Certificate in EnglishAcknowledgements (Cambridge ESOL is gratefl to the following for permission to reproduce photographs: Part 2 Making music: Corbis for musicians playing traditional instruments and family making music athome. Educational visits: National Trust Photo Library for schoolchildren on visit to farm. Every effort has been made to identify the copyright owners for material used, but itis not always possible ta identity the source or contact the copyright holders. in such cases, (Cambridge ESOL would welcome information From the copyright owners, University of Cambridge ESOL Examinations ‘Hills Road Cambridge co 280 UK www.CambridgeESOL.org eucLEs 2008 would normally be necessary to obtain written permission in advance from the publisher before photocopying any part of this book, However, the Student Worksheet pages in this boak are designed to be copied and distributed in class: for these pages the normal requirements are waived here and itis not necessary to contact UCLES for permission for an individual teacher ‘to make copies for use within his or her own classroom. Only those Student Werksheet pages ‘which carry the wording ‘@ UGLES 2008 Photacopiable’ may be copied. First published 2008 Printed in the United Kingdom by Cambridge Printing Services Lid ISBN 978-1-906438-38-8Contents Introduction ss scscrsres Teacher's Notes Introductory Worksheet... ‘Worksheet 1. Worksheet 2...... ‘Worksheet 3. Worksheet 4... : Supplementary Worksheet .. Student Worksheets Introductory Worksheet Worksheet 2 Worksheet 2 Worksheet 3 Worksheet 4 Supplementary Worksheet u 8 28 3Introduction ‘This Speaking Test Preparation Pack for FCE has been specially created to help you prepare your students for the Speaking test of the First Certificate in English (Fz) from Cambridge ESOL, Written by experienced Speaking test examiners, it consists of: + a book containing comprehensive Teacher's Notes and a set of six Student Worksheets which provide detailed practice for all parts of the FCE Speaking test + one set of candidate visuals in colour to allow you and your students to practise with realistic visual stimulus * a DVD showing real students taking a Speaking test to give your students a clear idea of what ta expect on the day. ‘The Student Worksheets can be photocopied to-use in class, or printed from the files on the DVD if you prefer. Worksheets 1-4 cover the four parts of the Speaking test in detail and contain a variety of exercises and discussion tasks using the video on the DVD. The Introductory Worksheet is designed to give students an overview of the whole Speaking test and the Supplementary Worksheet covers haw the Speaking test is ausexed, ‘The Teacher's Notes for each worksheet explain in detail how to conduct euch activity and provide answers to and commentary on the various exercises. There are also "Teaching Tips' for each of the four main worksheets giving you extra ideas for use in class, and ‘Helpful Hints for Students’ with useful advice for you to pass on ‘The DVD contains video of one complete FCE Speaking test for you to use with the worksheets and electronic versions of the Student Worksheets and candidate visuals. ‘We hope you enjoy using the Speaking Test Preparation Pack for FCE and wish your students every success when they take the test. Cambridge ESOLBe uniersiryorcamarince FCE Speaking test PF scxnciaas ESOL Examinations Teacher’s Notes econ = Aims of the DVD and worksheets + tomise students’ awareness of the format of the FCE Speaking test + to focus students’ attention on techniques that will improve thelr performance + toprovide opportunities for students to practise the language used in the different parts of the test ‘+ toupdate teachers on the current test format for the PCE Speaking test + toprovide activities and teaching tips for teachers to use with examination classes. Please note: ‘The DVD and worksheets are not intended as a forum for discussing grades. Although in certain questions we are asking students to look at the candidates! performance, itis with a view to improving the studente’ own performance and nat for them to grade the candidates on the DVD. The FCE Speaking test on the DVD has been produced for teaching purposes only and is not a live exam, There are, therefore, no grades available. = How to use the DVD and worksheets ‘The Student Worksheets are at the baek of this beok in the tection beginning on page 25. The tasks in the worksheets are to be used at your discretion to create maximum benefit for your students, The guidelines below are suggestions only. ‘You can use the worksheets to: + Introduce the FCE Speaking test at the beginning of your course + review or revise key points near the exam date + focus on different parts of the test at different times according to your syllabus. Please note: The material is net designed to be used as complete lessons of any fixed length, Make sure that your students are aware when the answers to the tasks cannot be found on the DVD. Some of your students may find these activities chalet tasks end give assistance where needed, 1g If necessary, adapt or simplify the SPEAKING TEST PREPARATION PACK FOR FCE 5Student's Introductory Worksheet ™ Task One: general information about the FCE Speaking test ‘Ask the students to fill in the missing information on the worksheet. Tell them they can find some of the information they need on the Candidate Support site at ‘www.candidates.CambridgeESOL.org/es/Help_with_exams/General_English/FCE ‘and in the Information for Candidates booklet which they can download, Answers 1, Length: 44, minutes 2. Normal format: 2 candidates and___ 2. examiners 3. Number of parts: 4 4. The Speaking test is worth ___20__% of the whole FCE exam (all papers). = Task Two: what happens in the FCE Speaking test Ask the students to complete the table on the worksheet with the correct information from the box below. + head aan 7 expresses pins gh compatg + eshanges ews and opinions + ges personal lnoxmaton + ats lnddil det queso 1 ines dscston Answers wnatte recur | whatecmnaldte | Poste mage oFlenowie ars ining | coe a oot Srinates | asks natisuat | gies pesonat | Genealimeacional ana direct questions information social language: gun pesonal steven Miarnatonobet trey ceamstences + expeeaing optians about everyday life ‘rites | ans eechcanicte | expresses opinions | Onrising ater wot ‘Guikaboatine | Bmughcompering | ctcounet 2 idiot suo te compan tong turn describing + espesing plains minutes | asta candiatesto | excrangesieasand | Sustaining aninveodton: thtogeter using | Spans: mates | + exhangogigees visual prompts suggestions, agrees, | * expressing and justifying. disagrees and comtone inate dcuston | + Spreng and/or 2. Colaboratve a oo + Smzesng ‘oor + Gouatne + etiam nakog Wouth mepesatng ‘discussion | sminutes | lendsa dcassion | exchanges vewsand | » expressing and sting ‘ontopis pins sone ‘eiteete + cing and/or fan desgrsing 5 SpeaKing Test PREPARATION PACK FoR cem Task Three: about the FCE Speaking test “Ask the students to read the statements and write “rue" or ‘False’ next to each one, Answers 4. You can choose to take the test in a pair or a group of three.~ FALSE, However, if there is an odd number of candidates at the centre, the last test will be a group of three. 2. The assessor asks you questions during the test, FALSE. The interlocutor asks the questions. 3. Only the assessor awards marks, - FALSE. The assessor gives detailed marks on grammar, vocabulary, discourse management, pronunciation and interactive communicstion but the interlocutor also gives a global mark, 4. You are given your marks at the end of the test, - FALSE, Examiners are not allowed to give any indication of a candidate's performance at the end of the test, and candidates should be discouraged from asking. 5. You might not know your partner.—"TRUE. At open and devolved centres candidates may be paired at random, 6. You are not tested on your general knowledge.~ TRUE. Th general knowledge. 7. tinPart1, you ask your partner questions, FALSE, You aze asked direct questions by the interlocutor. 8. In Part2,if your partner runs out of things to say you can help. ~ FALSE Part? is the time when eandidates can speak slone and uninterrupted. 9, The questions are written at the top of the page in Parts 2 and 3.~ TRUE. The questions are written at the top of the page of visuals in the Candidate Booklet to help candidates remember and focus on the task. 40, You should interact with your partner in both Parts 3 and 4, ~ TRUE, Its important in Part 3 that candidates interact with each other, and in Part 4 the interlocutor may address question to both candidates for them to discuss. Its also possible in Part 4 for 2 candidate to add something to what their partner has said. isa test of language, not of ‘Tell the students to check their answers with a partner, Then play the DVD and tell them to check if they were right, SPEAKING TEST PREPARATION PACK FOR FCE 7untversity ofcampripce FCE Speaking test ESOL Examinations Teacher's Notes ‘This worksheet is based on Part 1 of the FCE Speaking test. = Task One 1. Tell the students to work with a partner and ask and answer the questions in turn, + Where are you from? + What do you like about living in (partner's country/UK)? + Doyou find it easy to study where you live? (Why?/Why not?) + Is there something youl really like to learn about? (Why would you like to learn about ity ‘+ Which area of (cendidate's country) would you like to get to know better? ‘+ What's the most interesting place you've visited near here? (Why do you think it's interesting”) ‘+ How much TV do you watch in a week? (De you think this s too much?) (Why?/Why not?) + Doyou use the intemet to learn new things? (What soit of things do you learn about?) 2, Play Part 1 on the DVD. Ask the students o discuss how their answers were different fiom ‘Ana's and Giallo, ‘Answers will depend on what the students say, Encourage them to think about how well they answered the questions, and how they feel about the candidates on the DVD. = Task Two 1, Play Part 1 om the DVD again. Ack the students to make notes in the table on the worksheet. Answers What does Ana sey about... Whatdoes Glee say about. | Madrid when she answers question 17 We don't find out anything about Madiid at this point ‘because the answer Isnt extended, athough Iti nt necessary to extend this answer ‘Perugia when he onswers question 1? Giatioextends his answer by expiring where in aly Perugia i located. ‘Madrid when she answers question 2? ‘Ana extends her answer well here. She tellus that >ladrid is avery big ly, ane ofthe mostimportant | cles Spain, ttit's tue capital and that there are Tots of things to do there, ‘ing In the UE? Glalo says he doesn’tknow ithe thes tog inthe Uk, bute stil goes onto ind postive things to say aboutthefactthat English peopte are practical and ‘organized. even if candidates don'tike something Fs sil impartantto go onto say why, and i's even betieriftheycanstlfind a postive commentto make, | theavea of her country she'd Uke to know better? ‘Again Ava gives a full answer, explaining that she'd {ike to know mor about the north of Spain but sets bit ‘acy’ about going there because she tes hot |_ weather anc te Beach, and that this fs 8 good area wth old busdings and is interesting Giallo could have sald move in answer this, {question but we sil eam that he thinks Ris Yoo ‘rowdy’ at university and kt was easier forhimto Feamatschool. ‘the mas interesting place she's sited? \e loam thatthe place Ana finds interesting is London and that she has been there 3 04 times, However, ina says very itl about wavs the most Interesting place for her, We nd out only that tsa -gopd ctyand very big, ‘using the internet lear new tings? ‘Ana says that she would lke to lear new things on ‘he intemet but actually she dest. She uses the Jnsemet for communication with lends 8 SPEAKING TEST PREPARATION PACK FOR FEE. how much Whe watches? Giallo answers the question confidently: he does’ vaich TV because he has the intemet which he thinks is better but at homee watched TV for 50% ofthe day!2. Play Part 1 on the DVD again if necessary and ask the students to discuss the questions on. the worksheet. Answers: ‘© Which questions do Giallo and Ana answer well? ~ Giallo answers all his questions wel He always answers confidently and goes on to give explanations for his answers. Ana gives a very full answer to her second question when she talks in detall about Madrid and she also gives an extended answer tothe question about the area af her country shetd like to get to knovr better. Both students perform well in this part ofthe test. + Which questions could they have answered better? ~Giallo's answer to the question about living inthe UK could have been better explained. We are unsure why Giallo thinks people in the UK ate practical and organised, and what he means when he says that they ‘move around’, He could also have gone into more detail on the question of studying. ‘When answering her questions, Ana does not always fully explain why she says what she ‘says, in particular in answering the question about London, + Who do you think gave the best answers in Part ofthe test? Why? —Giallo gave the best answers overall because he nearly always extended his answers and explained the reatons for what he said, When answering the Part 1 questions candidates shauld keep asking themselves Why?" so that they give full answers to all the questions. They should ‘ot, however, say more than would be expected in a normal conversation (i.¢.na long prepared speeches) = Task Three 4. Ask the students to think of two questions to ask their partner in each of the topic areas. sports * travel and holidays + jobs/studies/education + leisure interests + entertainment + the area where they live + workand study + experiences + likes and dislikes = family + dally Ke + fature plans 2, Tell the students to practise in pairs or small groups, taking turns to ask and answer ‘questions. Encourage them to extend their answers in en interesting way, and to use a range of grammar and interesting vocabulary, Remind them that this part requires personal answers and personal information and ideas. SPEAKING TEST PREPARATION PACK FOR FCE 9Put aside time atthe beginning or end of lessons to give students the chance to tak about themselves. and thei lives. Givethem a general topic, for example "Whatyou do at the weekends’ o¢ ‘Where you like {ogo shopping and what you buy’ and sive them time to discuss these topics in grours. Prepare iss of ‘useful phrases that come up durin these group discussions, Put students into pairs and give them time to write questions on different topic areas related to thelr lives. Ask thom to use a range of tenses when forming these questions. Students can then question ‘each other. Monitor the students as they speak and give Feedback on their performance. 3. Ask students to prepare a very short presentation on one aspect of their lives, for example, ‘My plans: for the future’. Students can then deliver this presentation in small groups while the other students think up three questions to ask. Monitor the students and give feedback. 4, Give students practice that involves using a range of tenses to ensure that they are able to talk about theirpast experiences, curent situation and future plans. Listen carefully tothe questions you ae asked. In this par ofthe test questions wil be aout who you are what you do. ‘Don’t be afraid to ask the interlocutor to repeat the question If you're not sure what you have to say. You tose any marks for doing thls. Don’t prepare long answers before the test because this wor't sound natural, LUsten o-your partners answers so thatyou can relate your answers to what he/she has sald, ‘Speak clearty so that both examiners can hear you. Try not to give very short answers tothe questions. For example, ifthe interlocutor asks you about your plans for the future, try to say more than, "Fd ike to be a teacher. Try (o say "a like lo be a teacher ‘and then give one oF two reasons wiy, Oa this whenever you can. Don't speak for too tong. The examiner will et you know when you have fo stop. This may be as a spoken Instruction, for exampie ‘thankyou’, or by gesture, Make sure you dent camy-on speaking for longer ian expected as you need fo shave the time with your pariner, 19. SPEAKING TEST PREPARATION PACK FOR FEet universrrvo¢campernce FCE Speaking test ESOL Examinations Teacher's Notes j ‘This worksheet is based on Part 2 of the FCE Speaking test. Use the candidate visuals provided with this book or, before the lesson, print out the Part 2 photographs (preferably in colour) from. the DVD and make sure you have enough copies to give one set to each pair of students. = Task One: focus on Ana [BIW * May he beginning of Fat 2 an the DVD and stp ifr te intetocuter as given Ans het task. Tell the students to listen carefully ta the interlocutor's instructions to Ana and write the missing information in the box on the worksheet, Answer Jntelacute Ana, its your tum fst, Here 2 your photographs. They show people making music In ‘diferent ways, [rd you to compare the photographs and say why you thinkthe musi fs important tothe Play Par'4 on the DVD and ask students to write down who answers exch ofthe questions = above. Invite general comments about Giallo’s and Ana's performance. = Task Two Play Part 4 again and ask the students to answer the questions on the worksheet Answers 1. Does the interlocutor ask each candidate the sarne questions? —The interlocutor can, sometimes ask the same question to each candidate individually as in Question 3. 2. Does the interlocutor ask candidates to answer questions individually, or discuss them together? ~The interlocutor can ask questions individually or ask both eandidates to diseuse the questions together. Many interlocutors will ask candidates individual and joint questions. 3, Do the candidates only speak when asked by the interlocutor? ~ The candidates answer the questions they are asked. They do not interrupt each other when individual questions have been asked, but when questions are addressed to both of them they talk together naturally and extend their answers fully showing an ability to tum-take without help from the interlocutor. 4, Do the candidates always extend their answers? - Yes, they both do well in this part of the test. Ana needed to give a more extended response to Question 1. 5. How do candidates extend their answers? ~ By giving reasons and details about their ideas. By responding to each ather and questioning each other when questions are addressed to both of them. 6. How does the interlocutor finish the test? - ‘Thank you. That is the énd of the test!= Task Three 1, What is the difference between the direct questions candidates are asked in Part 1 and those in Part 4? Ask the students to complete the sentences on their worksheet with the information from the box. personal information| Answers both candidates an individual candidate opinions 4) Part 2 questions ask for personel information but Part 4 questions ask for opinions, b) Parti questions are addressed to an individual candidate but Part 4 questions can be addressed to both candidates. 2. Ask the students to decide, using the information above, which of the questions in the box are from Part 1nd which are from Fart 4 Answers uestons hich port? How importants io have laces where nature is protected? (Why Pana ‘Yat do you he about ing in candidate's cunty/Home town? Pa Wat sor of job are you hoping to dfn the aur? Gy Pei Which do you thinks morelinpoal natn do something or blog uccesshi? Why) | Pana ‘What do you like daing in your free time? (Why do yau enjay daing that?) ~ Poet 4 ‘What the difleence betwee fend anda besrend? (Why?) Pana ee Homer do you go away on hela? (Where da yourwsul youl og) Peat you ude poopy what they sy orhow they ook? (hy) Pata Were wou au tke someone fora cay out where you bve? Pon Does good entertainment have to cost oof mane? hy Why not) Pena = Useful phrases Below are some useful phrases which may be helpful for students when doing this part of the test, but students should take care not to overuse them, Offering atentatve opinion oe ltsverydifcut.. but think... snot something feel very strongly about, but. Developing the dscuscion Félike toad something... ‘There's something ese lke say... couldn't have putitbetterrsoll Offering strong opinion ‘Actually feel quite strongly hat... em quite certain that, now fra fact that really don'chink itis ight that ‘Bpressing agreement could stad that... ? SPEAKING TEST PREPARATION PACK FOR FCE 22. Part 4 is @ continuation of Part 3, Candidates should be prepared to: * offer an opinion ‘© addto.orextend their partner's responce extend theirresponses ‘= question thelr partner * aree/cisagree with theirpariner allow ther partner to speak ora similar amount of time 2, Pits 3 and 4 both involve discussion. Therefore the suggestions for Part 3 ofthe test wil also be helpful forPart.. 3. Give students practice of thinking on the spot. Provide a $-10-minute slot during the lesson for question practice. Star-by asking students three of four questions and giving them preparation time to ‘think up a tesponse, nite some ofthe students to share their responses, Tell them that they must say something, even if te question is difficult, and that they should say as much as possible if they find the question easy. Gradually cut the preparation time down until students feel confident enough 10 answer straight away. Students often ack confidence inthis part ofthe tes, thinking that what they have to say might not be good enough. Frequent practice and the opportunity to hear other students” responses will build their confidence inthis part ofthe test. 4 Tryto cover a range of topics and gradually increase the dificulty of the questions asked. The following, topics are given as examples: + education + jobs + halidaye ‘= the envlconment + past and present * technology * aveland transport = the future carefully tothe questions and ty to answer canfidertty, PAiways try to answer the questions fully. When you tell the examiner what you think try to tell the examiner whry you think that as wel, sometimes the interlocutor wil ask you a question and sometimes you wile asked to discuss something with your partner. Ifyou're asked to discuss samething with your partner, listen carefully to what your partner is saying and decide whether you agree or dlsagree, Make sure, Ifyou disagree, that you doit politely. Be sensitive, Don't atk for too long without giving your partner a the interlocutor a chance ta speakuNersiTyo/camBrince FCE Speaking test ESOL Examinations Teacher's Notes = How we assess speaking for FCE ‘Candidates ate assessed on their own individual performance and notin relation to each ‘other, according to the following four analytical criteria: grammar and vocabulary, cllcourse ‘management, pronunciation and interactive communication, Thess criteria aro interpreted s¢ FCE level. Assessment is based on performance in the whole teat and 9 NOL Ielated WW performance in particular parts of the tert Both examiners acsess the candidates. The assessor applies detailed analytical acal interlocutor applies a global achievement seale, which ie based on the analytical seal = Analytical scales Grammar and vocabulary ‘This refers to the accurate and appropriate use of a range of grammatical forme and ‘vocabulary. Performance is viewed in terms of the overall effectiveness of the language vised fi ‘spoken interaction, Discourse management ‘This refers to the candidate's ability to link utterances together to form coherent speech, without undue hesitation, The utterances should berelevant tothe tks, and shouldbe srranged logically to develop the themes or arguments required by the tasks Pronunciation ‘This refers to the candidate's ability to produce comprehensible utterances to fulfil the task requirements, This includes stress and intonation as well as individual sounds, Examiners put, themselves in the position ofa non-ESOL specialist and assess the overall impact of the Pronunciation and the degree of effort required to understand the candidate, Interactive communication ‘This refers to the candidate's ability to take an active part inthe development of the discourse. This requires an ability to participate in the range of interactive situations ia the test and to develop discussions on a range of topics by initiating and responding appropriately. This alsa refers to the deployment of strategies to maintain interaction at an appropriate level throughout the test so that the tasks can be fulfilled. 1m Global achievement scale ‘This refers to the candidate's overall performance in dealing with the tasks in the four separate parts of the FCE Speaking test. The global mark is an independent impression mark ‘which reflects the assessment of the candidate's performance from the interlocutor’s perspective. ‘SPEAKING TEST PREPARATION Pick FOR RCE ay= FCE typical minimum adequate performance ‘The candidate develops the interaction with contibutions which are mostly coherent and extended when dealing with the FE-level taske, Graminuat is ovtly wecurate and vocarwiery appropriate, Utterances are understood with very little strain on tha listance Please note Candidates cannot pass or fail any individual paper. The candidate's grade tor the exammation isbased on their total score from all five papers. = Assessment task Answers Use a range of structures. Grammarand ‘Ty aot ta make basie mistakes, “Try tase interesting woeds, not jut the camo anes altho te. vocal ry 5 f sey “Tr to be precise in the words you use Ty ta.connect your ideas together clearly. scourae management | jibe sre tha You speak nappa lang tik Den'twomy too much fyou have an accent but try to speak ery clear eo thal your pafinge and the interlocutor can understand what you nee eying eee Think about the person listening to you ~ how canyoutselp them to underttand what youare saying? Participate inal parts ofthe test Intecoetive Remember to stan dicuselons se wel at responding to wnst your parmer cays. communication ‘Give your apions with confidence and ry not to hesitate oto tong before you, speak 24 SPEAKING TEST PREPASATION PACK FOR FEFCE Speaking test Student Worksheets ‘This section contains the six Student Worksheets for FCE: *+ Introductory Worksheet - provides an introduction to the FCE Speaking test as a whole ‘Worksheet 1 based on Part of the FCE Speaking test ‘Worksheet 2 - based on Part 2of the FCE Speaking test Worksheet 3 - based on Part 3of the FCE Speaking test ‘Worksheet 4 ~ based on Part 4 ofthe FCE Speaking test Supplementary Worksheet ~ explains how the CE Speaking testis assessed, ‘The Student Worksheet pages of this book are photocopiable and you can also print copies from the Student Worksheets fle on the DVD, For your class you will also need: + the DVD = forPurts 2 and 3, the candidate visuals. You can find one set of these inside the front and back covers of this book. There is also a file on the DVD with the candidate visuals if you ‘want to print more copies and have access to a colour printer, ‘SPEAKING TEST PREPARATION PACK FORCE 2526 SPEAKING TEST PREPARATION PACK FOR FCEB universtryo¢camerroce FCE Speaking test ESOL Examinations Student Worksheets = Aims of the DVD and worksheets * to rlse your awareness ofthe format of the FCE Speaking test + tw focus your attention on techniques that will improve your performance * toprovide opportunities for you to practise the language used in We different parts of tie test. Please nate: ‘The DVD and worksheets are notintended as a forum for digcussing grades. Although in certain questions we are asking you to look at the candidatea! performance, itis with a view 1 improving your own performance and not for you to grade the candidates an the DVD ‘The FCE Speaking test on the DVD has been produeed for teaching purpneee anly nnd ia nst & live exam. There are therefore, no grades available, ‘Some of the answers to the activities in the worksheets cannot be found on the DVD. Student's Introductory Worksheet Before watching the DVD, test your knawledge of the FCE Speaking test by completing ae much of the following worksheet as you can, You can find some of the information you need on the Candidate Support site at ‘worw.candidates.CamibridgeESOL.org/ca/Help_with_exams/General_Engllsh/ece and in the Information for Candidates beoklet which you can download, = Task One: general information about the FGE Speaking test Fill in the missing information: 1. Length: innate 2. Normal forms candidates and examiners 3. Number of parts: 4. The Speaking test is worth __% of the whole PCE exam (all papers). Ouciss 2008 ‘SPEAXING TIST PREPARATION PACK FOR FCE: STUDENT INTRODUCTORY WORKSHEET PAGE 3 OF 2 prcTocomtaste= Task Two: what happens in the FCE Speaking test Complete the table with the missing information from the box below. * leads 9 aiscussion Ee exchanges views and opinions + asks nclvidual direct questions * Inates discussion Parts Timing | ‘What he interiocutor aves nora cance anes ‘Sminutes 1. Interview se ace 2 or 2 PuoTOCOPIABLEag unwerstryycamerince FCE Speaking test ‘ESOL Examinations Student Worksheets Svcies 2008 PHOTOCOMARLE ‘This worksheet is based on Part 3 of the FE Spesking test. = Task One 3. Watch the beginning of Part 3 on the DVD and listen carefully o the interlocutor'e Inetruetions, Write the missing information in the bos below. neriocutor Wow tke you to talkabout something together for about? minutes, Fake youto imagine that a local café wats to aaract more people, Here ae some ofthe ‘seggestions they're considering, ist tk to cach other about Then decide 2. Work with a parter and do the task above, Make sure that you spend 4 minutes dlscussdig all the pietures, ‘5. Discuss these questions with your partner: + Did you have time to discuss all the pictures? + Did you have something to say about all the pictures? + Did you find any pictures easy or difficult ta talk about? + Did you reach a decision too early and leave yourselves with nothing else wy talk about 4, Mow watch Ana and Giallo do the task on the DVD and compare your performance with theirs. = Task Two ‘Watch Ana and Giallo doing this part of the test on the DVD again and answer the following, questior 11 Who starts the discussion and how? 2. Who responds the most and how? 3, De tthey seem interested in each other and what they are saying? 4. Da they look at the interlocutor? Is this a good thing? 5. Does the interlocutor ask them questions during the task? ‘6. Who speaks the mast during Part 3? SPEAKING TEST PREPARATION PACK FOR FEE: STUDENT WORKSHECT 3 PAGES OF 27. Do they take tums, or does one person dominate the discussion? 8 Do they speak about all the pictures? 9. Do they reach a joint decision? Does this matter? a Task Three 1. Now watch Par ofthe test gun. What do il and Ana say about each of te plate? ake shot sees inthe box below. Pictures ‘Gio ive music ‘Comfortable sofas Halt grice coffee Tables outside 1¥-ond footbay Open at night {ntemational menu 2. What de you think Giallo and Ana could da to improve their performance in this partof the test? Note down some other language you think they could have used to do the following: tanguage to: Myexamptes trae Tnitite discussion ask forand give pinions sgt rconciude/ summarise ee OUCLES 2008 SPEAKING TEST PREPARATION PACK FOR FCE: STUDENT WORKSHEET 3 Pace 2.08 2 PHOTOCOPIABLE.BS unrversityocamsrince FCE §| ESOL Examinations peaking test Student Worksheets WORKSHEET Ouciss 2008 Paorocortante ‘This worksheet is based on Part 4 of the FCE Speaking test, = Task One 1. Here are six questions related to the Part 3 task. Work with a pattnet end discuss each ong intumn. ‘+ Would you like to apend time in a café like this? + Would you like to work in a café? + What sorts of restaurants are most popular with visiters im your sountry? + What sort of things de people complain about in cafts and restaurants? * Young people usually go to different places ta relax than older people. Why do you think thatis? + Some people say that going out to relax is @ waste af time and money. De you agree? 2 Now wotch Ana and Giallo do Fart on the DVD. Make a nate ofwho ancwers cach question and how well you think Giallo and Ana answer the questions. Compare your answers wimh theirs, m Task Two ‘Watch Part 4 again and answer the following questions: 1. Does the interlocutor ask each candidate the same questions? 2. Doss the interlocutor ask candidates to answer questions individually, or discuss then together? 3. Do the candidates only speak when asked by the interlocutor? 4. Do the candidates always extend thelr answers? 5, Hovr do candidates extend their answers? 6, How dees the interlocutor finish the test? = Task Three 4, What is the difference between the direct questions in Part 1 and the direct questions in Part 4? Complete the two sentences below with the information from the box. Personal information both candidates an individual candidate opinions 8) Part 1 questions askfor__but Pare 4 questions ask for 1b) Part 1 questions are addressed to but Part 4 questions can be addressed ‘SPEAKING TEST PREPARATION PACK FOR FCE: STUDENT WORKSHEET 4 PASE S OF 2©vcies 2008 HoracomAnLe 2, Using the information on the previous page, decide which of the auestions in the how hel are from Part 1 and which are from Part 4. Write your answers in the boxes on the right @venens WA pout? How impartont sit to have places where natures protected? Why} \What do you tke about ling ia (candidate's country home town)? Wot soto fb are youoping oo i he tare Yn Wihich do you thinkis more important ying todo something or beng SUCKeSSfU (ay) What do you tke doing in your free time? Cy do you ealoy doing that) Whatisthe diference between a fiend and a best fiend (42) Bo yourthink it's better tole In ane placa al yourlfe; orto tv in lots of different places? Why?) How often do you go away on holiday? (Where do you would you Hike to 303) 1 youjudge people by what they sy o¢how they look? (Why) Where would you take someone fora day out where youve? oes good eniertanment have ia cost lat of money? (Why /Why nak) SPEAKING TEST PREPARATION PACK VOR FCE: STUDENT WORKSHEET 4e untersityorcamarince FCE Speaking test ESOL Examinations Student Worksheets ‘This worksheet helps you understand how we assess your speaking for FCE. @ Assessment task Here is some advice for getting good marks in each section of the assessment criteria Put each piece of advice into the correct box. + Use arange of structures. Remember to start discussions as well as responding to what your partner says ‘Try tose interesting words, not just the same ones all the time. ‘Try to connect your ideas together clearly. ‘Think about the person listening to you = how can you help them to understand what you are saying? + Try tobe precise in the words you use, + Give your opinions with confidence and try not to hesi “Try not to make basie mistakes Participate in all parts of the test Make sure that you speak for an appropriate length of time. Don't worry too much if you have an accent, but try to speak very clearly so that your partner and the interlocutor can understand what you are saying. te For too long before you speak. Sramenar and Discourse management Pronunciation Interactive Oucies 2008 Qucuts 2008 [SPEAKING TEST PREPARATION PACK FOR FCE: STUDENT SUPPLEMENTARY WORKSHEET PAGE OF 2Oucus 2008 Pucrocoriasis Dos and Don'ts checklist = Throughout the test Do listen carefully to instructions given and qu your answers appropriately. ‘Do.ask for clarification from the interlocutor if you are not sure what you ave bean acved. Do speak clearly 20 that both examiners can hear you. Bo make use of opportunities to spesk in all parts of the test, and extend your anwers where appropriate Don't worry about being interrupted by the interlocutor. “keeps to the correct timing throughout the tes. tons asked throughout the test and focus 's important that the interlocutor m Part 1 ‘Pon't prepare long responses in advance. You are unlikely to answer questions correctly, Don't just answer yes or no as you will not demonstrate a range of language, Do extend your answers appropriately by giving reasons or examples, Do remember that these questions are asking for information sbout you and not se much bout your opinions. m Part2 en't just describe the photographs, Follow the interlocutor’s instructions. and answer the ‘question as this will help you produce language at the right level, Do use the written prompts on the paper to help you remember the cask, Do give a short confident answer to the question sbout your partner's pictures. Don’t interrupt your partner's long turn. Don’t worry about being interrupted by the interlocutor when you have spoken fora rninute. Don’t try to give your views during your partner's long turn, = Part 3 De use the written prompts on the paper to help you remember the task. Do respond to what your partner says before making new suggestions. Do be sensitive to turn-taking Do talk about each picture together in detail before moving on to the next. Don’t try te dominate yaur partner or interrupt them in an abrupt way. Don't simply respond to what your partner says all the time. Be prepared to initiate discussion ‘by asking questions and developing top Don't worry if you disagree with your partner. As long as you are polite and not overbearing ‘this is all part of interactive communication. Don’t make your decision too early it should come at the end of your discussion, mw Part4 Do try to give fll answers wherever possible - give reasons and examples for what you think. De discuss answers with your partner when invited to do so by the interlocutor, Do remember that you should give your opinions but there is na 'right’ answer - you are assessed on your language not yout ideas. Don’t worry if you disagree with your partner's ideas - you can show your language skills by ‘disagreeing politely and giving reasons. SPEAKING rESr PREPARATION PACK FOR FEE: STUDENT SUPPLEMENTARY WORKSHEET PAGED OF 2‘SPEAKING TEST PREPARATION PACK FOR FCE 39NOTES 40 SPEAKING TEST PREPARATION PACK FOR FEWhat will the paopie learn on thoir visite? Hygajdoad ysow ToeME PINOM OMY YIU + 20q Suonse6Gns osoyy 1yByw tnjsse22Ns MOH +The Speaking Test Preparation Pack for FCE Is a comprehensive teacher resource pack from Cambridge ESOL to help teachers who are preparing students 10 take the FE Speaking test. Written by experienced examiners, it provides clear explanations of what each of the four parts of the FCE Speaking test invalves. The step-by-step guidance and practical exercises help your students develop their speaking skills so that they perform with confidence on the day of the test, The Speaking Test Preparation Pack for FCE includes: * Teacher's Notes which explain in detail how to use the Student Worksheets with your class + Student Worksheets which you can photocopy or print, + 2 set of candidate visuats for you to use in class for reallstic Speaking test practice #3 DVD showing real students taking an FCE Speaking test so that your students can See what they will have to do on the day ofthe test University of Cambridge ESOL Examinations ‘Hills Road cambridge CBr 2 United Kingdom “el +44 1223 553997 ‘email, E50 LheladeskaptambridgetSOl,ong ie re a ‘wwew.CambridgeESOL.org (© CES 2008 EMCIssorEta lM) | ppeg uonzuedaig 1s) Bupeads apy