Speaking and Listening Skills Development

English Teachers’ Association
of Georgia
Speaking and Listening Skills

Development
Training Kit Compiled by:

NikolozParjanadze – ETAG Trainer, US Embassy Alumni
Kevin Hirschi - US Embassy English Language Fellow
Advisor: Rusudan Tkemaladze
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© ETAG – Speakingand Listening Skills Development
Table of Contents
Introducing Common European Framework of Reference for Languages (15 minutes) .......................................................... 3
Common Reference Levels: Global Scale (10 minutes)......................................................................................................... 4
SPEAKING ........................................................................................................................................................................ 5
Introducing CEFR Requirements for Speaking – self-assessment grid (10 minutes) .......................................................... 6
Overall Oral Production (10 minutes) ............................................................................................................................... 6
Speaking Assessment Rubric – B2 Level.......................................................................................................................... 8
Speaking Task 1 (10 minutes): ......................................................................................................................................... 9
Speaking Task 2 (10 minutes) .......................................................................................................................................... 9
Speaking Task 3 (20 minutes) .......................................................................................................................................... 9
Speaking Task 4 (60 minutes) ........................................................................................................................................ 10
FCE Speaking Exam Format (20 minutes) .......................................................................................................................... 13
Speaking Task 7 (FCE speaking – 90 minutes) ............................................................................................................... 14
LISTENING ..................................................................................................................................................................... 20
Introducing CEFR requirements for listening (10 minutes) ............................................................................................. 21
Overall Listening Comprehension (15 minutes) .............................................................................................................. 21
Task Types (15 minutes) ................................................................................................................................................ 22
Listening Task 1 (10 minutes) ........................................................................................................................................ 22
Listening Task 10 (15 minutes) ...................................................................................................................................... 25
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Cambridge First Certificate English Test Listening Sample................................................................................................. 30
Introducing the exam format (20 minutes) ...................................................................................................................... 30
FCE Cambridge First Certificate English Exam – Listening (40 mins.) ............................................................................... 32
Keys ..................................................................................................................................... Error! Bookmark not defined.
Introducing Common European Framework of Reference for Languages (15

minutes)
The result of over twenty years of research, the Common European Framework of Reference for
Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of
reference. It was designed to provide a transparent, coherent and comprehensive basis for the
elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning
materials, and the assessment of foreign language proficiency. It is used in Europe but also in other
continents and is now available in 40 languages. The CEFR describes foreign language proficiency at
six levels: A1 and A2, B1 and B2, C1 and C2. It also defines three ‘plus’ levels (A2+, B1+, B2+). Based
on empirical research and widespread consultation, this scheme makes it possible to compare tests and
examinations across languages and national boundaries. Complete document is 273 pages and can be
downloaded from: http://www.coe.int/t/dg4/linguistic/cadre1_en.asp
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According to current requirements teachers of English in Georgia have to show a language competence
which corresponds B2 level in Common European Framework of Reference for Languages (CEFR). For
detailed information visit: http://www1.naec.ge/images/doc/MASC_SERT/ucxouri-enebi-prog-ped-
2017.pdf
Common Reference Levels: Global Scale (10 minutes)

Teachers of English in Georgia have to perform at B2 level (CEFR). However, it is important to have
awareness of language competence at a global scale at neighbouring levels as well:
Proficient C1 Can understand a wide range of demanding, longer texts, and

User recogniseimplicit meaning. Can express him/herself fluently and
spontaneously without much obvious searching for expressions. Can use
language flexibly and effectively for social, academic and professional
purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
Independent B2 Can understand the main ideas of complex text on both concrete andabstract
User topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.
B1 Can understand the main points of clear standard input on familiar
mattersregularly encountered in work, school, leisure, etc. Can deal with
most situations likely to arise whilst travelling in an area where the language
is spoken. Can produce simple connected text on topics which are familiar or
of personal interest. Can describe experiences and events, dreams, hopes and
ambitions and briefly give reasons and explanations for opinions and plans.
Basic User A2 Can understand sentences and frequently used expressions related to areas
ofmost immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of
information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas
of immediate need.
Ref: CEFR document, p. 24
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Speaking
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Introducing CEFR Requirements for Speaking – self-assessment grid (10 minutes)
B1 B2 C1
Spoken I can deal with most I can interact with a I can express myself
Interaction situations likely to arise degree of fluency and fluently
whilst travelling in an spontaneity that makes andspontaneously
area where the regular interaction with
without much obvious
language is spoken. I nativespeakers quite searching for
can enter unprepared possible. I can take expressions.I can use
into conversation on anactive part in language flexibly
topics that are familiar, discussion in familiar andeffectively for
of personal interest or contexts, accounting social andprofessional
pertinentto everyday for andsustaining my purposes. I
life (e.g. family, views. canformulate ideas and
hobbies, work, travel opinions withprecision
and current events). and relate my
contribution skilfully to
those of other speakers.
Spoken I can connect phrases I can present clear, I can present clear,
Production in a simple way in detailed descriptions on detaileddescriptions of
order to describe a wide range ofsubjects complex
experiences and events, related to my field subjectsintegrating sub-
my dreams, hopes and ofinterest. I can explain themes,
ambitions. I can briefly a viewpoint ona topical developingparticular
give reasons and issue giving the points and rounding
explanations for advantages with an offwith an appropriate
opinions and plans. I appropriate conclusion. conclusion.
can narrate a story or and disadvantages of
Speaking
relate the plot of a book various options.

or film and describe my
reactions.
Ref: CEFR document, pp. 26-27
Overall Oral Production (descriptors) (10 minutes)

In oral production (speaking) activities the language user produces an oral text which is received by an
audience of one or more listeners. Examples of speaking activities include:
 public address (information, instructions, etc.)
 addressing audiences (speeches at public meetings, university lectures, sermons, entertainment,
sports commentaries, sales presentations, etc.).
C1 Can give clear, detailed descriptions and presentations on complex subjects, integrating sub-
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themes, developing particular points and rounding off with an appropriate conclusion.
B2 Can give clear, systematically developed descriptions and presentations, with appropriate
highlighting of significant points, and relevant supporting detail.
Can give clear, detailed descriptions and presentations on a wide range of subjects related to
his/her field of interest, expanding and supporting ideas with subsidiary points and relevant
examples.
B1 Can reasonably fluently sustain a straightforward description of one of a variety of subjects
within his/her field of interest, presenting it as a linear sequence of points.
Ref: CEFR, p. 58
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Speaking Assessment Rubric – B2 Level
Ref: http://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf
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SUSTAINED MONOLOGUE: Describing experience
B2 Can give clear, detailed descriptions on a wide range of subjects related to his/her field of
interest.
Ref: CEFR, p. 59
Speaking Task 1 (10 minutes):

You have been asked to decorate a room for students at a college. It isa room where students can hang
out, read, have coffee, etc. It is expected that about five people will be in the room at any one time.Look
at the picture of the student room and think of the items that can go in it. (activity taken from Just, p. 63)
Speaking Task 2 (10 minutes)

Use the space to make notes to answer the following questions.
a) Choose any six items from the furniture list developed in task 1. What are the reasons for your
choices?
b) How would you describe the room you have designed to a friend?

Complete the following tasks (activity taken from Just, p. 65-66):
a) Choose a hobby or an activity that you would like to talk about, either because you do it just for
fun or because you would like to do it.
b) Make notes in answer to the questions.
Why do you want to talk about it? What kind of person does this activity?
What is special about it? When and where is the best place and time to do it?
Have you ever done it, and what was it like? How would you encourage other people to do it?
Or, would you like to do it, and why? What does it feel like?
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SUSTAINED MONOLOGUE: Putting a case (e.g. in a debate)
B2 Can develop an argument systematically with appropriate highlighting of significant points,
and relevant supporting detail.
Can develop a clear argument, expanding and supporting his/her points of view at some length
with subsidiary points and relevant examples. Can construct a chain of reasoned argument:
Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options.
Ref: CEFR, p. 59

Read the following 'brief' for a survey. (activity taken from Just and modified, p. 66-67)
You have been asked to conduct a street survey about people and eating. The focus of the survey is on
'eating out' - that is, going to restaurants. That could mean fast food like hamburgers that you can buy
anywhere on the street, railway stations, etc., to more expensive restaurants. The survey organiser’s
have asked you to find out information about the following things:
 how often people eat out.
 where they eat out (street stall, fast-food restaurant, pizzeria, gourmet restaurant, etc.)
 what kind of food they like to eat when they eat out.
 what they want from a restaurant (speed and efficiency, good service, etc.)
 what would stop them going to a restaurant.
Sub-task a: Design your survey. Pay attention to the following points.

The information you want to find out (you can divide your survey into sections)
 the questions you will ask
 the language you will use – think of the way the following words and phrases could be used
friendly service get served quickly on the menu plain food

good food lots of variety soft lighting spicy
hygienic home-cooked food great value the right atmosphere
Sub-task b: interview any volunteer in the group.
Sub-task c: report the survey results; develop arguments and support the views with subsidiary points
and examples (use information obtained through a survey).
Sub-task d: role play – two people (person a and person b) discuss the quality of service in Georgian
restaurants; one is using the data obtained through a survey in tasks a and b; another person is referring
to his/her own experience to support his/her argument. The arguments should be based on clear
reasoning and judgment. Once the argument is complete, person c will try to report to the rest of the
audience major arguments developed throughout the discussion.
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PUBLIC ANNOUNCEMENTS
B2 Can deliver announcements on most general topics with a degree of clarity, fluency and
spontaneity which causes no strain or inconvenience to the listener.
Ref: CEFR, p. 60

Read the extracts for BBC news and report major facts to the audience. (Brief news obtained from:
http://www.bbc.com/)
Prince William and Lady Gaga discuss mental health
18 April 2017 Last updated at 09:11 BST
Prince William and Lady Gaga have chatted about mental health as part of the Heads Together #oktosay
campaign.
The Duke of Cambridge asked the pop star to get involved after she wrote an open letter last year, revealing
she has Post Traumatic Stress Disorder.
In their video call - released on the Royal Family's Facebook page - they discussed ending the stigma. Prince
William said: "It's so important to break open that fear and that taboo."
Lady Gaga added that people with mental health problems were "not hiding anymore".
from: http://www.bbc.com/news/health-39627170
IMF says pace of global economic growth is picking up
The world economy seems to be gaining momentum, according the chief economist of the International
Monetary Fund.
Writing in the IMF's new World Economic Outlook, Maurice Obstfeldt said "we could be at a turning point".
The report forecasts global growth this year of 3.5%, up from 3.1% predicted in 2016.
The UK's economy is forecast to expand by 2% this year, stronger growth than any of the major developed
economies apart from the US.
The prediction for Britain this year is now only marginally below what the IMF predicted a year ago, its last
full forecast before the Brexit referendum.
The figure then was 2.2%. The revised forecast reinforces the picture of the British economy's performance
being little affected by the aftermath of the referendum, contrary to the expectations of the IMF and many
independent economists. The IMF does, however, expect the longer-term impact on Britain to be adverse.
from: http://www.bbc.com/news/business-39629000
France arrests over 'pre-election attack plot'
Five days before the first round of France's presidential election, two men have been arrested on suspicion of
planning an imminent attack.
The suspects, aged 23 and 29, were detained in Marseille by elite police and domestic intelligence agents after
a search that had lasted several days.
Both men are French citizens said to have been radicalised in prison.
France remains under a state of emergency after a series of attacks that have claimed some 230 lives.
Three of the leading candidates in the presidential election - Emmanuel Macron, Marine Le Pen and François
Fillon - had been warned of security risks linked to the two men, party officials said.
from: http://www.bbc.com/news/world-europe-39627688
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ADDRESSING AUDIENCES
Can give a clear, systematically developed presentation, with highlighting of significant
points, and relevant supporting detail.
Can depart spontaneously from a prepared text and follow up interesting points raised by
members of the audience, often showing remarkable fluency and ease of expression.
B2
Can give a clear, prepared presentation, giving reasons in support of or against a particular
point of view and giving the advantages and disadvantages of various options.
Can take a series of follow up questions with a degree of fluency and spontaneity which poses
no strain for either him/herself or the audience.
Ref: CEFR, p. 60

Sub-task a: read the text (from: http://www.bbc.com/news/uk-scotland-scotland-politics-39631477)
How might the general election play out in Scotland?
If this election is to be a referendum on Brexit in the rest of the UK then in Scotland it will be dominated by
arguments over whether there should be another referendum on Scottish independence.
First Minister Nicola Sturgeon says she doesn't need to use this election to win a mandate for a referendum
because the Scottish Parliament has already voted in favour of having another poll.
But she will obviously use this election to make the case that Scotland should be allowed to choose its own future
as the UK prepares to leave the EU.
There is a certain irony to Prime Minister Theresa May calling an election now when she also says that "now is
not the time" for another referendum on Scottish independence, saying politicians should be concentrating on
negotiating Brexit.
 Theresa May to seek general election on 8 June
 Sturgeon: May election move 'huge miscalculation'
 Reaction to general election call
It will be tricky for Tories in Scotland to keep telling Ms Sturgeon that she needs to concentrate on the "day job"
whilst fighting a general election called by their party leader.
The SNP hope this could be a great opportunity.
A strong performance in the election could boost their demands for an independence vote.
The only problem is that they did so well in the general election of 2015 - winning 56 out of Scotland's 59 seats -
that it's hard to see how they could do any better than that.
Second referendum on independence
If they lose seats then their opponents will argue that shows Scottish voters don't want another referendum.
The Tories say they are optimistic about the prospect of "increasing our number of seats". They only hold one at
the moment.
The party will go into this election saying they are the only one which will strongly oppose a second referendum
on Scottish independence.
That's a position which served them well in the 2016 election to the Holyrood parliament when they overtook
Labour to become the second largest party in Scotland.
Scottish Labour struggle to get their message through to voters when the argument is dominated by the
constitution and questions of independence.
Sub-task b: Groups discuss the information with peers and outline what major arguments the
article presents.
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Sub-task c: Each group nominates a speaker who presents major argument of the article.
Discussion and questions follow.
FCE Speaking Exam Format (20 minutes)
Exam overview
Time allowed: 14 minutes per pair of candidates
Number of parts: 4
Marks: 20% total
You have to talk: with the examiner with the other candidate on your own
Part 1 (Interview)
Conversation with the examiner. The examiner asks questions and you may have
What's in Part 1?
to give information about your interests, studies, career, etc.
Giving information about yourself and expressing your opinion about various
What do I have to practise?
topics.
How long do I have to speak? 2 minutes
Part 2 (Long turn)
The examiner gives you two photographs and asks you to talk about them. You
have to speak for 1 minute without interruption and the interlocutor then asks the
other candidate to comment on your photographs for about 30 seconds.
What's in Part 2? The other candidate receives a different set of photographs and you have to listen
and comment when they have finished speaking. The question you have to
answer about your photographs is written at the top of the page to remind you
what you should talk about.
Talking on your own about something: comparing, describing, expressing
What do I have to practise?
opinions, speculating.
How long do I have to speak? 1 minute per candidate
Part 3 (Collaborative task)
Conversation with the other candidate. The examiner gives you some material
What's in Part 3?
and a task to do. You have to talk with the other candidate and make a decision.
Exchanging ideas, expressing and justifying opinions, agreeing and/or
What do I have to practise? disagreeing, suggesting, speculating, evaluating, reaching a decision through
negotiation, etc.
How long do we have to
3 minutes (a 2-minute discussion followed by a 1-minute decision-making task)
speak?
Part 4 (Discussion)
Further discussion with the other candidate, guided by questions from the
What's in Part 4?
examiner, about the topics or issues raised in the task in Part 3.
What do I have to practise? Expressing and justifying opinions, agreeing and/or disagreeing.
How long do we have to
4 minutes
speak?
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Speaking Task 7 (FCE speaking – 90 minutes)
Part 1
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Part 2
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16
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Part 3
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Part 4
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Listening
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Introducing CEFR requirements for listening – a self assessment grid. (10 minutes)
B1 B2 C1
I can understand the main I can understand extended speech I can understand extended speech
points of clear standard speech and lectures and follow even even when it is not clearly
on familiar matters regularly complex lines of argument structured and when relationships
encountered in work, school, provided the topic is reasonably are only implied and not signalled
leisure, etc. I can understand familiar. I can understand most explicitly. I can understand
the main point of many radio TV news and current affairs television programmes and films
Listening
or TV programmes on current programmes. I can understand the without too much effort.
affairs or topics of personal or majority of films in standard
professional interest when the dialect.
delivery is relatively slow and
clear.
Ref: CEFR, p. 26-27
Overall Listening Comprehension (descriptors) (15 minutes)

C1 Can understand enough to follow extended speech on abstract and complex topics beyond
his/her own field, though he/she may need to confirm occasional details, especially if the accent
is unfamiliar. Can recognise a wide range of idiomatic expressions and colloquialisms,
appreciating register shifts. Can follow extended speech even when it is not clearly structured
and when relationships are only implied and not signalled explicitly.
B2 Can understand standard spoken language, live or broadcast, on both familiar and unfamiliar
topics normally encountered in personal, social, academic or vocational life. Only extreme
background noise, inadequate discourse structure and/or idiomatic usage influences the ability
to understand.
Can understand the main ideas of propositionally and linguistically complex speech on both
concrete and abstract topics delivered in a standard dialect, including technical discussions in
his/her field of specialisation. Can follow extended speech and complex lines of argument
provided the topic is reasonably familiar, and the direction of the talk is sign-posted by explicit
markers.
B1 Can understand straightforward factual information about common every day or job-related
topics, identifying both general messages and specific details, provided speech is clearly
articulated in a generally familiar accent.
Can understand the main points of clear standard speech on familiar matters regularly
encountered in work, school, leisure etc., including short narratives.
Ref: CEFR, p. 66
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Understanding Conversation between Native Speakers
Can keep up with an animated conversation between native speakers.
Can with some effort catch much of what is said around him/her, but may find it difficult to
B2
participate effectively in discussion with several native speakers who do not modify their
language in any way.
Ref: CEFR, p. 66
Task Types (15 minutes)
Sub-task a. Brainstorm the questions. Work in pairs or small groups.(Information obtained from A
Training Course in Classroom Testing compiled by Rusudan Tkemaladze and Emily Tichich, pp. 18-20)
 How many task types can you list? Which of them are ‘close type’ of tests and which
are ‘open-ended’?
What kind(s) of task types do you prefer and why?
 What kind(s) of task types do your students like most and why?
List of task types
1. multiple choice items
2. multiple matching
3. true/false items
4. gap filling items
Example of a multiple choice item
Multiple choice (MC) involves choosing one correct answer from a set of options. MC can take many
forms, but their basic structure is as follows.
There is a stem:
Anna has been here ____ half an hour.
and a number (3, 4 or 5) of options – one of which is correct, the others being distracters.
A.since B. during C. while D. for
Listening Task 1 (10 minutes)

Money advice
Sub-task a. Listen to track 1 and circle the best answer (From Just, p. 8):
Don wants to:
a … learn how to invest money.
b … talk about how to pay his debts.
c … find out how to make more money.
d … manage his money better.
I have a commitment to providing independent financial advice for people who are looking to invest money. buy
a house, talk about how to pay off difficult debts, prepare for retirement or just simply for those who want to
understand money better and make it work for them. I've been a personal financial advisor for ten years and I
listen carefully to you and your financial needs and goals.
Make an appointment today – youwon't regret it.
SUZANNE MOORE Independent Financial Advice
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www.MooreAdvice.com1-800-171-0903
Sub-task b. Discuss what kind of task this is and what type of listening does it involve (e.g. listening to
details, listening for gist, etc.?)

Listen to track 2 and complete the advisor’s notes. (From Just, p. 9)
Suzanne Maare - Independent Financial Advice

Spends now Ways to save
Spends (a) $ ………………….. per week on food. Shop at (b) ………………………..
Goes to (c) …………………. four times a week. Go (d) ……………………………..a week.
Spends (e) ………………………on rent. Maybe find somewhere cheaper.
Buys (f) ……………………….. . a week. Only buy one.
Goes to the movies once a week. Go (g) …………………………………..
Eats in the (h) ……………………………… . Make a sandwich at home.

Listen to Tracks 1 and 2 again. Complete these sentences with the words you hear.
a. I'm not a big ………………………………………………. , but [ just can't seem to make ends meet.
b. I'm an English Lit.…………………………………………….., so I have a lot of work.
c. Hmm. That's a ……………………………………………........... , isn’t it?
d. You're going to have to make a ……………………………………………………..
e. …. whatever you spend your money on - your …………………………………………………….
f. And then on the other side, you write down what you could change and ………………………….. on
to save money.
g. How much money do you spend on ……………………………………………….. per week'
h. It.. ………………………………………………. from one week to the next, but I'd guess about $100.
i. They often have good prices and ………………………………………………….. .
j ... and try to share the expenses with your …………………………………………………
What do these words and expressions you found to complete the sentences in Activity 3 mean? Write
your answers below.
a. _______________________________________________________________________
b. _______________________________________________________________________
c. _______________________________________________________________________
d. _______________________________________________________________________
e. _______________________________________________________________________
f. _______________________________________________________________________
g. _______________________________________________________________________
h. _______________________________________________________________________
i. _______________________________________________________________________
j. _______________________________________________________________________

How would you qualify Suzanne Moore's advice? Choose two out of these five words. Justify your
answer and give arguments.
prudent original rash down-to-earth careless
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Listening as a Member of a Live Audience
Can follow the essentials of lectures, talks and reports and other forms of academic/professional
B2
presentation which are propositionally and linguistically complex.
Ref: CEFR, p. 67

The radio lecture
Sub-task a: Here are some of the words you will hear in the lecture. What do they mean? What is the
talk going to be about, do you think? Write your prediction in the space provided. (Exercises from Just,
Unit 8)
bell experiment fur coat

press a bar rabbit rat
ring salivate theory
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Sub-task b: Listen to track 3. Were you correct?

Listen to Track 3 again and put the following summary sentences in the appropriate order.
a. A modern view of Watson and Raynor's experiment is that it wasn't very ethical. […]
b. An example of behaviourist research is the work of Watsonand Raynor. […]
c. Conditioning is not the only way of learning. […]
d. Behaviourism involves habit formation. […]
e. Experiments with dogs and rats have shown behaviourism at wotk. […]
f. The theory of behaviourism has had a big impact on learning. […]
g. There are different rheories of learning. […]
h. Watson and Raynor wanted to reverse their experiment. […]
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Listen to Track 3 again, and put the following in the correct place in the table. Some words can go in
more than one column.
bar frightened noise dogs habit formation

bell fur coat phobia food prize
1900-1950 influential rabbit light Russia
Albert Behaviourism Pavlov Rats

Answer the questions; then listen to the listening piece and check your answers.
a. What do you understand by 'habit formation'?

___________________________________________________________________________
b. What did Pavlov's dogs think when they heard the bell?
___________________________________________________________________________
c. What did the rats learn to do in the end?
___________________________________________________________________________
d. Who was Albert?
___________________________________________________________________________
e. Why did Albert become frightened of his per rabbit?
___________________________________________________________________________
f. What was the effect of other animals and fur on Albert?
___________________________________________________________________________
g. What was the response of Albert's parents to the researchers' desire to reverse the experiment?
___________________________________________________________________________

How good is your memory? Complete the following extract from the lecture with one word for each
blank.
The theory of behaviourism is (a) ………………….. : if you make someone do something and (b)
……………………….them a prize, a reward when they do it (c) ………………………. and if you do
this again and again and again, (d) ………………………they will learn to do it every time, and (e)
………………………. they have learnt to do it in this (f) ……………………… it will, in the end, no
longer be (g) ………………………….. to give them that prize. The whole (h) ……………………… of
behaviourism, in other words, (i) ………………………. on habit formation - that is getting people so (j)
………………………. to a task that they do it without (k)…………………… . There are many
examples of this (I) ………………………… of habit formation. The Russian researcher Pavlov, for
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(m)…………………………. , taught his dogs that the sound of a bell ringing (n) …………………… .
that they were going to be given food. As a (o) ......................... , every time he rang the bell the dogs
salivated - (p) ……………………………… , in the end, when there was no (q) ………………………
Then there were all the experiments with (r) …………………………. When the rats saw a light, they
(s) ………………………… to press a bar in their cages. (t) ………………….. they pressed the bar they
got some (u) ……………………….. They did it again and again and again. In the (v) they learnt to
press the bar every time they saw the (w) ………………………….
Listening to Announcements and Instructions

Can understand announcements and messages on concrete and abstract topics spoken in
B2
standard dialect at normal speed.
Ref: CEFR, p.67

Give the definitions for the following words:
a accelerator .........................
b brake ................................
c clutch …………………
d gear stick …………………..
e radiator …………………..
f rear-view mirror ……………………
g steering-wheel ...............................
h wing mirror ………………………

Listen to track 4. True or false?
a. Mr. Radinski has not driven before. [……]
b. Mr. Radinski's father is a farmer. [……]
c. Mr. Radinski never had any problems driving before this lesson. [……]
d. Mr. Radinski hits a pedestrian at a roundabout. [……]
e. The pedestrian is a woman. [……]
f. Mr. Radinski hits a lorry at a roundabout. [……]
g. Mr. Radinski is a good driver. [……]

Listen to track 4 again and define where the impact took place. Define where exactly Mr. Radinski’s car
was when the impact took place.
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Complete these two extracts with the words Mr. Radinski spoke (but which we don't hear on Track 4).
The first one is done for you.
INSTRUCROR Well now, Mr. Radinski, have you ever driven a car before?
RADINSKI (a)Yes, I have.
RADINSKI (b) ……………………………………………………………………………..
RADINSKI (c) ………………………………………………………………………………
RADINSKI (d) ……………………………………………………………………………..
INSTRUCROR ... and your father is buying some new wing mirrors because you drove too
close to the fence ...
INSTRUCTOR Yes, yes, Mr. Radinski ... the truck driver was very rude ...
RADINSKI (a) …………………………………………………………………………
RADINSKI (b) …………………………………………………………………………
RADINSKI (c)…………………………………………………………………………
RADINSKI (d) .. …………………………………………………………………………
RADINSKI (e) . …………………………………………………………………………
RADINSKI (f) …………………………………………………………………………
INSTRUCTOR Yes, yes, Mr. Radinski. That is the end of this lesson.

Choose complements for the verbs (some can be used with more than one verb).
Verbs Complements
a. adjust 1. neutral
b. put 2. the accelerator
c. put your foot on 3. the brake
d. release 4. the clutch
e. select 5. the engine
f. switch off 6. the engine into first gear
g. switch on 7. the handbrake
h. take your foot off 8. the mirror
i. turn 9. the steering-wheel
a ……………… b ……………… c ……………… d ……………… e ………………

f ……………… g ……………… h ……………… i ………………
Which verbs are not in the recording? Which noun is not in the recording?
27
Listening to Audio Media and Recordings
Can understand recordings in standard dialect likely to be encountered in social, professional or
academic life and identify speaker viewpoints and attitudes as well as information content.
B2
Can understand most radio documentaries and most other recorded or broadcast audio material
delivered in standard dialect and can identify the speaker’s mood, tone, etc.
Ref: CEFR, p. 68

(Exercises taken from Just, Unit 11 and modified)
Look at the pictures of the restaurants. Which person would like to eat in which restaurant, do you think? Write a-
-e next to their names in the first box. Which of these places would you like to eat at and why?
Listen to Track 5 and write the correct letter of the restaurant in the second box. How good were your
predictions?
28
Listen again to Track 5 again. Who:
a …… doesn't like eating in expensive restaurants?

b …… is keen on cleanliness?
c …… is well known in the restaurant where he goes?
d …… likes self-service restaurants?
e …… likes to know everything on the menu?
f …… often tries food they haven't eaten before?
g …… sometimes eats a little and sometimes eats a lot at the same restaurant?
h …… takes girlfriends to restaurants so that he can get to know them?
i …… thinks that the experience of eating is as important as the food'
J ……thinks the people who serve at the restaurant are well-mannered'
k …… thinks there are many factors to finding the perfect restaurant?
I …… wears ordinary work clothes to eat in the restaurant'

Write the initial letter(s) (e, Je, Ju, M, N) of the name of the person who says these things.
a A restaurant is a great place to take someone on a date.
b For me the best way to eat is - you get in, get served quickly, get out and get on with your life.
c [don't mind paying for good food and delightful surroundings.
d I go there in my work clothes - it's cheap too.
e I like plain food, that's not spicy, but nice and fresh.
f I love the whole restaurant-going experience.
g I love these self-service places where you can eat as much as you want.
h The food's not delicious, but it's good, if fills you up and it's great value.
iYou can't beat a place with lovely home-cooked food and friendly service.
j You need your date's attention to be on you, not on the people around you or the music.

Complete the table with notes on what the speakers say about these things in the type of restaurant they
like.
Food Service Atmosphere Price

Chris
Jed
Julia
Martin
Naomi
29
Cambridge First Certificate English Test Listening Sample
CEFR level: B2
A Cambridge English: First (FCE) qualification proves you have the language skills to live and work
independently in an English-speaking country or study on courses taught in English.
Introducing the exam format (20 minutes)
Summary
Time allowed: About 40 minutes

Number of parts: 4
Number of questions: 30
Marks: 20% total
Monologues: answer phone messages, radio broadcasts and features, news,
Recordings may be from: public announcements, stories and anecdotes, lectures and talks; or
interacting speakers: conversations, interviews, discussions, radio plays.
Part 1 (Multiple choice)
Eight short extracts from monologues or conversations between interacting

What's in Part 1? speakers. There is one multiple-choice question for each extract, and you
have to choose A, B or C.
What do I have to Listening for feeling, attitude, opinion, purpose, function, agreement, gist
practise? and detail.
How many questions are
8
there?
How many marks are
1 mark for each correct answer.
there?
Part 2 (Sentence completion)
A monologue (which may be introduced by a presenter) lasting

approximately 3 minutes. You have to complete the sentences on the
What's in Part 2?
question paper with the missing information which you hear on the
recording.
What do I have to
Listening for specific information, stated opinion.
practise?
10
there?
How many marks are
there?
30
Part 3 (Multiple matching)
A series of five themed monologues of approximately 30 seconds each. On

What's in Part 3? the question paper, you have to select five correct options from a list of
eight possible answers.
What do I have to
Listening for gist, attitude, opinion, purpose, feeling, main points and detail.
practise?
5
there?
How many marks are
there?
Part 4 (Multiple choice)
A conversation between two or more speakers of approximately 3–4

What's in Part 4? minutes. You have to answer some multiple-choice questions by choosing
the correct answer from three options (A, B or C).
What do I have to Listening for attitude, opinion, detail, gist, main idea and specific
practise? information.
7
there?
How many marks are
there?
Details for the exam and exam samples can be downloaded from:
http://www.cambridgeenglish.org/exams/first/exam-format/
31
FCE Cambridge First Certificate English Exam – Listening
Time allowed (40 minutes)

Part 1
You will hear people talking in eight different situations. For questions 1 – 8, choose the best answer
(A, B or C).
32
33
Part 2
You will hear a woman called Angela Thomas, who works for a wildlife organisation, talking about
the spectacled bear. For questions 9 – 18, complete the sentences with a word or short phrase.
34
Part 3
You will hear five short extracts in which people are talking about their visit to a city. For questions19 –
23, choose from the list (A – H) what each speaker liked most about the city they visited. Use the letters
only once. There are three extra letters which you do not need to use.
35
Part 4
You will hear part of a radio interview with a woman called Rachel Reed, who works in a commercial
art gallery, a shop which sells works of art. For questions 24 – 30, choose the best answer (A, B or C).
36
----------------------------------------------------------------------------------------
List of References
Harmer, J. &Lethaby, C. (2011). Just: Listening and Speaking. London: Marshall Cavendish Ltd.
Council of Europe. (n.d.). Common European Framework of References for Languages: Learning,
Teaching, Assessment. Language Policy Unit, Strasburg. Can be obtained from: www.coe.int/lang-
CEFR
37

Speaking and Listening Skills Development

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English Teachers’ Association

Speaking and Listening Skills

Training Kit Compiled by:

Advisor: Rusudan Tkemaladze

Introducing Common European Framework of Reference for Languages (15

Common Reference Levels: Global Scale (10 minutes)

Proficient C1 Can understand a wide range of demanding, longer texts, and

Ref: CEFR document, p. 24

relate the plot of a book various options.

Overall Oral Production (descriptors) (10 minutes)

Speaking Task 1 (10 minutes):

Speaking Task 2 (10 minutes)

Speaking Task 3 (20 minutes)

Speaking Task 4 (60 minutes)

Sub-task a: Design your survey. Pay attention to the following points.

friendly service get served quickly on the menu plain food

Sub-task b: interview any volunteer in the group.

Speaking Task 5 (60 minutes)

Speaking Task 6 (60 minutes)

Part 2 (Long turn)

Part 3 (Collaborative task)

Overall Listening Comprehension (descriptors) (15 minutes)

Example of a multiple choice item

A.since B. during C. while D. for

Listening Task 1 (10 minutes)

Listening Task 2 (10 minutes)

Suzanne Maare - Independent Financial Advice

Listening Task 3 (10 minutes)

Listening Task 5 (15 minutes)

Listening Task 6 (15 minutes)

bell experiment fur coat

Sub-task b: Listen to track 3. Were you correct?

Listening Task 7 (15 minutes)

bar frightened noise dogs habit formation

Albert Behaviourism Pavlov Rats

Listening Task 9 (15 minutes)

a. What do you understand by 'habit formation'?

Listening Task 10 (15 minutes)

Listening to Announcements and Instructions

Listening Task 11 (10 minutes)

Listening Task 12 (10 minutes)

Listening Task 13 (10 minutes)

Listening Task 15 (15 minutes)

a ……………… b ……………… c ……………… d ……………… e ………………

Listening Task 16 (15 minutes)

a …… doesn't like eating in expensive restaurants?

Listening Task 18 (15 minutes)

Listening Task 19 (15 minutes)

Food Service Atmosphere Price

Introducing the exam format (20 minutes)

Time allowed: About 40 minutes

Part 1 (Multiple choice)

Eight short extracts from monologues or conversations between interacting

Part 2 (Sentence completion)

A monologue (which may be introduced by a presenter) lasting

A series of five themed monologues of approximately 30 seconds each. On

Part 4 (Multiple choice)

A conversation between two or more speakers of approximately 3–4

Time allowed (40 minutes)

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