ICFE Speaking Paper Part 3 – teacher’s notes

Description
In this activity, students consider what is required in the ICFE Speaking Part 3 task, and how
they can demonstrate skill in the test focuses and the assessment criterion Interactive
Communication. As well as some language work, students practise a Part 3 task.

Time required: 35 minutes

Materials  Student’s Worksheet 1
required:
 Sample Task 1
 Sample task 2 (optional extension)

Aims:  to familiarise students with ICFE Speaking Part 3

 to raise awareness of the techniques they may use in order to
achieve successful interaction
 to practise Speaking Part 3.

Procedure
1. Refer students to Sample Task 1 and ask them to read the instructions given by the
interlocutor (Now, in this part of the test I’d like you to talk to each other. I’m going to
describe a situation to you). Elicit ideas about what the task consists of and what they
are supposed to do. You could do so by asking the following questions:
 Are you supposed to talk to the examiner, your partner or both? (Only to
your partner)
 Are you asked any questions by the interlocutor? (No)
2. Tell students that in this task the testing focuses are the following areas. Write these
on the board.
 Turn-taking (the sensitivity to listen, speak, and allow others to speak, as
appropriate)
 Developing topics (participating in the development of the interaction, without
undue hesitation)
 Responding appropriately
 Negotiating
 Collaborating
 Exchanging information
 Expressing and justifying opinions
 Agreeing and disagreeing
 Suggesting
 Speculating
 Comparing and contrasting
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  Decision-making
Many of these are covered by the assessment criterion of Interactive
Communication. See the Assessment section of the ICFE Handbook for more
details.
3. Allow students a few minutes to work in pairs and think about how they can
demonstrate these skills, with language, phrases or other means (e.g. eye contact,
intonation, etc.). Elicit some ideas for each one of the categories write them on the
board. See key below.
4. Refer students to Sample Task 1 again. In pairs, they should look at the situation
and discussion points provided. Elicit/establish that there is no right or wrong answer
to the task, and they can therefore agree to differ. The main thing is to keep the
discussion going for the time allocated.
5. Students discuss the task for about three minutes, trying to express as many of the
functions on the board as possible. They can use the structures and expressions
listed. Alternatively, if you think this is too demanding for your students, ask them to
choose three areas they feel less confident about to try to express as they discuss
the task with their partner.
6. Monitor at all times, focussing on good or poor examples of interactive
communication, referring to the techniques mentioned in step 2.
7. At the end of the three minutes, stop the discussions and ask the pairs to take a
couple of minutes to reflect on the following questions:
• Did you both speak for about the same amount of time?
• Did you listen to your partner and respond to what they were saying?
• Did you keep the conversation going?
8. Feed back with the whole group. Give any feedback from your monitoring in Step 6.
Elicit ways in which poor performance could be improved. Remind students that the
other assessment criteria are also assessed during this and every phase (see the
Assessment section of the ICFE Handbook).
9. Hand out Student Worksheet 1. Students write Do or Don’t next to each sentence
about Speaking Part 3.
10. Once they have finished and compared in pairs, elicit answers, asking students to
justify their opinions.

Suggested follow-up activities/questions (and answers)

1. If time allows you can use Sample task 2 as well.
2. Do timed activities in class. This will help students make the best use of the three
minutes available for this part of the exam.

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 3. Practise Part 3 by giving each student a different role card. For example: Student A
could be asked to constantly interrupt Student B or just say very little, forcing Student
B to keep talking and trying to invite their partner to speak. This will provide valuable
training in sensitivity to turn-taking and in managing and developing interaction.
4. It is essential that students are given enough oral practice in class, not simply by
responding to teacher-led questions and discussion, but also by interacting with one
another. Students often feel embarrassed doing this kind of activity with their peers,
so it is important to explain that it is not just a question of acquiring a skill to pass the
exam, but also an essential communication skill which will be invaluable in their
profession.

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ICFE Speaking Paper Part 3 – answer keys

Key to Procedure step 3: possible answers

Turn-taking What do you think? Do you agree? Do you want to add

anything here? I wonder if I could say something…; I would
like to add that…
also using eye contact, facial expression and intonation (to
indicate that another speaker can have their turn)
Developing topics While we’re on the subject of ....; Yes, and another thing
about this is...;
Responding appropriately (responding to what the other speaker says. This is also
shown by developing a topic, agreeing or disagreeing, etc.)
Negotiating Don’t you think it would be better if…? If we accept that, then
we also have to... Provided / as long as … (conditional
sentences are likely to be used)
Collaborating (this is shown through responses, negotiating, exchanging
information, responding to suggestions, etc.)

Exchanging information In my experience, ...; I once worked for a company which...;

Expressing and justifying From my point of view…; As far as I am concerned…; As far

opinions as I know…; I think…; It seems/appears to me that…; to my
way of thinking…; It is my (firm) belief/opinion/view/conviction
that…; I am (not) convinced that…; It strikes me that…;
Agreeing and disagreeing That is a fair suggestion; You have a point there; I can't see
any problem with that; That seems reasonable
I'm afraid I can't agree with you there; I understand your
position, but…; I agree up to a point / a certain extent…
Suggesting: I would…; Shall we…?,; Maybe it would be a good idea to…;
Perhaps…; Why not consider…? What would you say to...
Speculating: must, can’t, may, might, perhaps, maybe, probably, suppose
Comparing and contrasting similarly; likewise; in the same way; in comparison with; (not)
as…as…
Decision-making So, do we agree that...? Are we both happy with...?

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Key to Student’s Worksheet 1
1. Don’t. This may leave candidates with nothing to talk about for the remainder of the
time.
2. Do. This will help candidates get extra time to think about what to say and order their
ideas.
3. Do. Students should always expand on what they say so as to show what they can
do.
4. Don’t. Collaboration is essential. Candidates should have a discussion where both
student can participate and express their ideas, taking turns and inviting the other
candidate to say what he/she thinks.
5. Do. This will help candidates to go on speaking for the three minutes without running
out of ideas.

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ICFE Speaking Paper Part 3 – Student’s Worksheet 1

Which of these should you do during Speaking Part 3?

Write Do or Don’t at the beginning of each sentence.

1. ………………make a decision in the first minute of the conversation.

2. ………………use conversation “fillers”, such as ‘well, let me see…’

3. ………………expand your ideas and express your own opinions rather that just
agreeing or disagreeing with your partner.

4. ………………speak all the time yourself.

5. ………………discuss every aspect in detail before reaching conclusions or making

decisions.

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 ICFE Speaking Paper Part 4 – Sample Task 1

PARTS 3 and 4 7 minutes (10 minutes for groups of three) Task 21

Auditing

PART 3

Interlocutor Now, in this part of the test I’d like you to talk to each other. I’m going to
describe a situation to you.

Place Part 3 booklet, open at Task 21, in front of the candidates.

A large company with its own internal auditing department also pays a firm of
accountants to carry out an annual external audit. A major shareholder has
asked why both audits are necessary. You have been asked to discuss
whether the costs of the present arrangement can be justified.

There are some discussion points to help you.

You have about three (four) minutes to discuss this.

Candidates  Approximately five seconds

Interlocutor Please start your discussion now.

Candidates  Approximately three minutes (four minutes for groups of three)

Interlocutor Thank you. (Can I have the booklet, please?)

Retrieve booklet.

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PART 4

Interlocutor Select any of the following questions, as appropriate: Select any of

the following
prompts, as
• Is internal auditing always necessary? Why (not)?

• Should internal auditors work with external auditors?

Why (not)?
• What do
• Is a favourable external audit always a sign of a you think?
company’s well-being? Why (not)? • Do you
agree?
• Do you think that external auditors should also provide • How
other commercial services to clients? Why (not)? about you?

Thank you. That is the end of the test.

Auditing

A large company with its own internal auditing department also pays a firm of accountants to
carry out an annual external audit. A major shareholder has asked why both audits are
necessary. You have been asked to discuss whether the costs of the present arrangement can
be justified.

Discussion points:

• The need for an internal auditing department

• The link between internal and external auditing

• Who benefits from an internal audit

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ICFE Speaking Paper Part 3 – Sample Task 2

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SET 1 (for candidates in pairs)

PARTS 3 and 4 7 minutes Task 21

Takeover bid

PART 3

Interlocutor Now, in this part of the test I’d like you to talk to each other. I’m going to describe a
situation to you.

Place Part 3 booklet, open at Task 21, in front of the candidates.

A medium-sized company in the service sector is considering making a takeover bid

for a rival company. You have been asked to consider the performance and position
of the target company. Discuss the type of information you need to collect about the
company and where this might be available.

There are some discussion points to help you.

You have about three minutes to discuss this.

Candidates  Approximately five seconds

Interlocutor Please start your discussion now.
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Candidates  Approximately three minutes www.cambridgeenglish.org

Interlocutor Thank you. (Can I have the booklet, please?)

Page 10 of 12
Retrieve booklet.
 ICFE Speaking Paper Part 3 – Sample Task 2

PART 4

Interlocutor Select any of the following questions, as appropriate: Select any of the
following prompts,
as necessary:
• What non-financial information may be relevant to the
takeover bid?

• Why might the company decide not to make the bid?

• What do you
• Why might a takeover be beneficial to the company? think?
• Do you agree?
• What financial implications would a successful bid • How about
have for the company? you?

Thank you. That is the end of the test.

Takeover bid

A medium-sized company in the service sector is considering making a takeover bid for a rival company.
You have been asked to consider the performance and position of the target company. Discuss the type
of information you need to collect about the company and where this might be available.

Discussion points:

• sources of financial information about the company

• how the performance of the company can be measured

• the reliability of information published in external reports

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