Cambridge English: First Lesson Plan:...

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Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017 Cambridge English: First Lesson Plan: Speaking This lesson plan accompanies Cambridge English: First 1 Speaking Test 4 Part 2. This lesson is suitable for students in the middle or towards the end of their Cambridge English: First course. Lesson Goals 1. To review use of present continuous and prepositions of place to describe a scene 2. To practise language for comparing and contrasting different jobs 3. To use a range of phrases to organise an extended turn 4. To develop an understanding of the assessment criteria for Speaking Part 2 Activity (see brackets for resources required) Time needed Interaction Warmer (copy of Resource 1 for the teacher, with mime activities cut into slips, ready to hand out. Plain paper for students to draw on.) 15 mins Lead in: Ask students to imagine they are at the seaside. Elicit what they would see around them on the beach (i.e. sky, sand, sea, seagulls, etc.). Give students sheets of paper and ask them to draw a basic seaside scene consisting of beach, sea and sky. Dictate the sentences from Resource 1 and ask students to draw what they hear. Students can then compare their pictures in pairs. Ask a student to come to the front and with help from the class, redraw the scene onto the board. Elicit full sentences using the present continuous and prepositions. Now tell the students they are going to watch a number of people on the beach doing a selection of activities. Tell students they should watch the scene and either write down in full sentences what they see happening or feedback orally. They should include prepositions as necessary. Select students to come to the front and mime the activities given to them on a slip. The class guesses the action using the present continuous correctly. You could also ask students to write their own ideas for beach activities to mime to the class. 1 min 1 min 4 mins 1 min 2 mins 1 min 5 mins TS then ST S TS then S SS SSs then ST TS SSs

Transcript of Cambridge English: First Lesson Plan:...

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Cambridge English: First 

Lesson Plan: Speaking  

This lesson plan accompanies Cambridge English: First 1 Speaking Test 4 Part 2. 

This lesson is suitable for students in the middle or towards the end of their Cambridge English: First 

course.  

Lesson Goals 

1. To review use of present continuous and prepositions of place to describe a scene2. To practise language for comparing and contrasting different jobs3. To use a range of phrases to organise an extended turn4. To develop an understanding of the assessment criteria for Speaking Part 2

Activity (see brackets for resources required)  Time needed 

Interaction 

Warmer (copy of Resource 1 for the teacher, with mime activities cut into slips, ready to hand out. Plain paper for students to draw on.)  

15 mins 

Lead in: Ask students to imagine they are at the seaside. Elicitwhat they would see around them on the beach (i.e. sky, sand,sea, seagulls, etc.).

Give students sheets of paper and ask them to draw a basicseaside scene consisting of beach, sea and sky.

Dictate the sentences from Resource 1 and ask students to drawwhat they hear.

Students can then compare their pictures in pairs.

Ask a student to come to the front and with help from the class,redraw the scene onto the board. Elicit full sentences using thepresent continuous and prepositions.

Now tell the students they are going to watch a number ofpeople on the beach doing a selection of activities. Tell studentsthey should watch the scene and either write down in fullsentences what they see happening or feedback orally. Theyshould include prepositions as necessary.

Select students to come to the front and mime the activitiesgiven to them on a slip. The class guesses the action using thepresent continuous correctly. You could also ask students towrite their own ideas for beach activities to mime to the class.

1 min 

1 min 

4 mins 

 1 min 2 mins 

1 min 

5 mins 

T‐S then  S‐T 

T‐S then S 

S‐S S‐Ss then  

S‐T 

T‐S 

 S‐Ss 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Main activities (Resource 2 and 3 for individuals, copies of Part 2 photographs C10 and C11 for pairs) 

30 – 35 mins 

Tell students that in Part 2 they will be asked a question abouttwo pictures. They are required to speak for one minute, not justdescribing but also comparing the pictures and expressing theiropinions about what they see.

Display the first two pictures from Resource 2 on the board. Askstudents to think about their answers to the questions inResource 2 and consider what other information they couldinclude in order to speak for one minute.  Examples could be:similarities and differences between the jobs, personal likes anddislikes, relevant adjectives to describe the jobs, informationabout the location/scene, relevant past experiences. Write theprompt words in bold on the board for students to refer to.

Introduce students to the self‐assessment sheet (Resource 3). Atthis stage it can be displayed on an interactive whiteboard. Talkthrough the areas that are being assessed during the speakingassessment.

Put students into pairs to practise describing and comparingtheir two photos with their partner’s. Encourage students tospeak for one minute using the prompts you have written on theboard. Encourage them to tick off any phrases they use fromResource 2.  At the end, ask each person in the pair to think of aquestion to ask their partner to find out more about theiropinions/preferences regarding the jobs they have talked about.

Conduct feedback to elicit and check students’ answers. Elicitexamples of questions and answers given at the end. Asklearners to reflect on their performance in relation to theassessment criteria. What could be done better next time?

Next ask students to swap partners and practise speaking for

one minute each about the second set of pictures.

Conduct feedback again, answering any questions and checking

use of prompt language. If you feel students need further consolidation of any new

language before moving onto the exam materials, they couldwrite a paragraph to represent their answer. This could bechecked by peers or teacher.

Stage 2‐ Exam Practice using exam materials  

Give student A the Part 2 C10 photographs. Give the C11photographs to student B. Hand out a copy of Resource 3 toeach student. Remind them that they must compare the photosand also to fully answer the question written at the top of the

1 min 

3 mins 

3 mins 

3 mins 

2 mins 

3 mins 

2 mins 

5 mins 

1 min 

T‐S 

T‐S 

T‐S 

S‐S 

S‐T then T 

S‐S 

S‐T 

S‐S 

T‐S 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

page. Write the questions on the board that they will need to ask their partner at the end of their one minute speaking turn: 

o Student B asks A: Do you enjoy celebrating with yourfriends?

o Student A asks B: Do you enjoy spending time in thecity?

Monitor as students complete the task, making a note of anyerrors in language used that would be useful for the class tocorrect afterwards.

Ask students to refer back to the criteria listed in the self‐assessment grid (Resource 3) and reflect on their successes andareas for improvement. Students can then start writing theiraction plan on areas they need to improve on before theassessment. This can be agreed and signed by the teacher.

5 mins 

2‐7 mins 

S‐S 

Extension activity (copy of Resource 4 for teacher reference)  10 mins 

Ask two confident students to come to the front and give each ofthem a word from the pairs of words in Resource 4. In front ofthe class, they then need to argue why their item is better thantheir partner’s item. A timer can be set or you can allow thelearners to continue until their ideas dry up. The class can thenvote on which item they were persuaded was most important.Encourage students to use comparative language andorganisational phrases as much as possible.

You can then continue this as a whole class activity, selectingpairs of students to come to the front. Alternatively you canseparate students into smaller groups of 4‐8 to continue theactivity.

2 mins 

8 mins 

S‐S then  S‐T 

S‐S 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 1 

Background scene for students to draw on paper 

There are two birds flying across the sky, they are flying next to each other. They are at the top of the 

picture, the middle of the sky.  

There are two towels, next to each other, on the bottom left of the picture. 

There is a sandcastle on the bottom right hand side of the picture.  

There is a dingy floating in the sea on the right hand side of the picture.  

There is a volleyball net in the middle of the beach. 

There is a kite flying in the sky on the left hand side.  

Activities for students to mime to the class.    

Write in names and cut into slips before the activity.  

………………………………… and …………………………………. are sitting on their towels eating ice creams. 

…………………………………. is flying a kite.  

…….…………………………… is fishing in his/her dingy. 

…………………………….and ……………………………… are playing beach volleyball.  ………………………… is losing! 

………………………………….. is building a sandcastle.  

………………………………….. is walking his/her dog along the beach.  

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 2 

Look at the first two photographs below. What might people enjoy about these different jobs?  

What might people find difficult about these different jobs?   Use the language below to compare, 

contrast and organise your contribution.    

Expressions of speculation   

He/she is probably……… I guess/I imagine/I think  She/he looks My impression is Perhaps/maybe I am fairly sure that…..because…  

Comparing, contrasting 

…more interesting than…. …is harder than…. …is better paid than…. …is more…. than….. …is the most…. job because… …is (not) as ……as the …….. They are both…..     Neither ……. 

Qualities 

Satisfying, demanding, stressful, interesting, skilled, frustrating, boring, interesting, tiring, well‐ paid 

Organisation of contribution  

In the first/second picture  On the other hand The first/other main difference also, furthermore, for example  and anyway, so, ok 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 2 Continued Person A: 

Photo 1: 

Photo 2: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 2 Continued Person B: 

Photo 3: 

Photo 4: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 2 Continued Person A: 

Photo 5: 

Photo 6: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 2 Continued Person B: 

Photo 7: 

Photo 8: 

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 3 

Self‐Assessment Grid for Part 2 

Grammar and Vocabulary   I’m doing well with this   Need to practise this more  

Able to use a differentgrammatical structures whenspeaking, in particularcomparative forms, accurateuse of tenses, conditional forms

Uses a range of appropriatevocabulary to give andexchange views

Fluency and Organisation  

Speak fluently with very littlepausing before starting to speak

Contributions are relevant andthere is a clear organisation ofideas

Uses words such as also,furthermore, for example andanyway, so, ok

Pronunciation 

Clearly understood

Voice goes up and downappropriately

Sentence and word stress iscorrect

Individual sounds are spokenclearly

Interactive Communication 

Starts and respondsappropriately to questions

Able to link their responses tothe contributions of otherspeakers

Cambridge English: First 1 Speaking Test 4 Lesson Plan © Cambridge University Press and UCLES 2017

Resource 4 

Comparing Game 

Cats vs dogs

Pens vs pencils

London vs Bristol

Water vs milk

Football vs cricket

Houses vs flats

City vs country

English vs Spanish

Pizza vs burgers

Car vs motorbike

Horse vs camel

Book vs newspaper

Shower vs bath

Museum vs art gallery

Train vs bus

Fruit vs vegetables

Swimming vs gym

Summer vs winter

Beach vs theme park

Sight vs hearing

Smell vs taste

Banana vs orange

TV vs radio

Diet vs exercise

Cycling vs walking

Photography vs painting

Studying vs working

A night in vs a night out

Frames for the Speaking test

104

Test 4

Note: In the examination, there will be both an assessor and an interlocutor in the room. The visual material for Test 4 appears on pages C10 and C11 (Part 2), and C12 (Part 3).

Part 1 2 minutes (3 minutes for groups of three)

Interlocutor: Good morning/afternoon/evening. My name is ………… and this is my colleague ………… . And your names are? Can I have your mark sheets, please? Thank you.

• Where are you from, (Candidate A)?• And you, (Candidate B)?

First we’d like to know something about you.

Select one or more questions from any of the following categories, as appropriate.

Family and friends• Who are you most like in your family? (In what ways are you

similar?)• Do you go on holiday with your family? (Why? / Why not?)• Have you done anything interesting with your friends

recently? (What did you do with them?)• Tell me about a really good friend of yours. (Do you share the

same interests?)

Your interests• Is there a sport or hobby you enjoy doing? (What do you do?)

(Why do you like it?)• If you could learn a new skill, what would you choose to do?

(Why?)• Do you like reading? (What do you read?) (Why do you like it?)• Have you seen a good film recently? (Tell me about it.)

Future plans• Have you got any plans for this weekend? (What are you

going to do?)• Are you going to go on holiday this year? (Where are you

going to go?)• Is there anything you’d like to study in the future? (Why?)• Which country would you most like to visit in the future?

(Do you think you’ll go there one day?) (Why? / Why not?)

© Cambridge University Press 2014

Frames for the Speaking test

105

Part 2 4 minutes (6 minutes for groups of three)

In the cityA special day

Interlocutor: In this part of the test, I’m going to give each of you two photographs. I’d like you to talk about your photographs on your own for about a minute, and also to answer a question about your partner’s photographs.

(Candidate A), it’s your turn first. Here are your photographs. They show people spending time in different places in a city.

Indicate the pictures on page C10 to the candidates.

I’d like you to compare the photographs, and say why the people have chosen to spend time in these different places in the city.

All right?

Candidate A: [1 minute.]

Interlocutor: Thank you.

(Candidate B), do you enjoy spending time in a city? ….. (Why? / Why not?)

Candidate B: [Approximately 30 seconds.]

Interlocutor: Thank you.

Now, (Candidate B), here are your photographs. They show people who are having a special day.

Indicate the pictures on page C11 to the candidates.

I’d like you to compare the photographs, and say what the people might enjoy about their special day.

All right?

Candidate B: [1 minute.]

Interlocutor: Thank you.

(Candidate A), do you enjoy celebrating with friends? ….. (Why? / Why not?)

Candidate A: [Approximately 30 seconds.]

Interlocutor: Thank you.

© Cambridge University Press 2014

Frames for the Speaking test

106

Parts 3 and 4 7 minutes (9 minutes for groups of three)

Part 3

Important things in life

Interlocutor: Now, I’d like you to talk about something together for about two minutes (3 minutes for groups of three).

Here are some things that many people think are important in their lives and a question for you to discuss. First you have some time to look at the task.

Indicate the text on page C12 to the candidates. Allow 15 seconds.

Now, talk to each other about why people think these things are important in their lives.

Candidates: [2 minutes (3 minutes for groups of three).]

Interlocutor: Thank you. Now you have about a minute to decide which two things become more important as people get older.

Candidates: [1 minute (for pairs and groups of three).]

Interlocutor: Thank you.

Part 4

Interlocutor: Use the following questions, in order, as appropriate:

• If you could change anything about your life, what would youchange? (Why?)

• Many people say life’s too busy these days. Why do you think they say this?

• Many people seem to want to becomefamous nowadays. Why do you thinkthis is?

• Is it important to enjoy a job or do youthink it’s enough to be paid well? (Why?)

• How important is it to go on holiday every year?(Why? / Why not?)

• Some people say we don’t spend enough time talking to eachother these days. What do you think?

Thank you. That is the end of the test.

Select any of the following prompts, as appropriate:

• What do you think?• Do you agree?• And you?

© Cambridge University Press 2014

Visual materials for the Speaking test

C10

Why have the people chosen to spend time in these different places in the city?

4A

4B

© Cambridge University Press 2014

Visual materials for the Speaking test

C11

What might the people enjoy about their special day?

4C

4D

© Cambridge University Press 2014

Visual materials for the Speaking test

C12

Important things in life

health and exercise

close friends

education

a good job

money

Why do people think these things are

important in their lives?

4E

© Cambridge University Press 2014

117

Listening

One mark is given for each correct answer. The total is weighted to give a mark out of 40 for the paper. In Part 2, minor spelling errors are allowed, provided that the candidate’s intention is clear. For security reasons, several versions of the Listening paper are used at each administration of the examination. Before grading, the performance of the candidates in each of the versions is compared and marks adjusted to compensate for any imbalance in levels of difficulty.

Speaking

Throughout the test candidates are assessed on their own individual performance and not in relation to the other candidate. They are assessed on their language skills, not on their personality, intelligence or knowledge of the world. Candidates must, however, be prepared to develop the conversation and respond to the tasks in an appropriate way. Candidates are awarded marks by two examiners: the assessor and the interlocutor. The assessor awards marks by applying performance descriptors from the Analytical Assessment scales for the following criteria:

Grammar and VocabularyThis refers to the accurate use of grammatical forms and appropriate use of vocabulary. It also includes the range of language.

Discourse ManagementThis refers to the extent, relevance and coherence of each candidate’s contributions. Candidates should be able to construct clear stretches of speech which are easy to follow. The length of their contributions should be appropriate to the task, and what they say should be related to the topic and the conversation in general.

PronunciationThis refers to the intelligibility of contributions at word and sentence levels. Candidates should be able to produce utterances that can easily be understood, and which show control of intonation, stress and individual sounds.

Interactive CommunicationThis refers to the ability to use language to achieve meaningful communication. Candidates should be able to initiate and respond appropriately according to the task and conversation, and also to use interactive strategies to maintain and develop the communication whilst negotiating towards an outcome.

Marks and results

© Cambridge University Press 2014

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B2Grammar and

VocabularyDiscourse Management Pronunciation

Interactive Communication

5

• Shows a good degreeof control of a rangeof simple and somecomplex grammaticalforms.

• Uses a rangeof appropriatevocabulary to giveand exchange viewson a wide range offamiliar topics.

• Produces extendedstretches of languagewith very littlehesitation.

• Contributions arerelevant and there is aclear organisation ofideas.

• Uses a range ofcohesive devices anddiscourse markers.

• Is intelligible.• Intonation is

appropriate.• Sentence and word

stress is accuratelyplaced.

• Individual sounds arearticulated clearly.

• Initiates and respondsappropriately, linkingcontributions to thoseof other speakers.

• Maintains anddevelops theinteraction andnegotiates towardsan outcome.

4 Performance shares features of Bands 3 and 5.

3

• Shows a good degreeof control of simplegrammatical forms,and attempts somecomplex grammaticalforms.

• Uses a rangeof appropriatevocabulary to giveand exchange viewson a range of familiartopics.

• Produces extendedstretches of languagedespite somehesitation.

• Contributions arerelevant and there isvery little repetition.

• Uses a range ofcohesive devices.

• Is intelligible.• Intonation is generally

appropriate.• Sentence and word

stress is generallyaccurately placed.

• Individual soundsare generallyarticulated clearly.

• Initiates and respondsappropriately.

• Maintains anddevelops theinteraction andnegotiates towardsan outcome with verylittle support.

2 Performance shares features of Bands 1 and 3.

1

• Shows a good degreeof control of simplegrammatical forms.

• Uses a rangeof appropriatevocabulary whentalking abouteveryday situations.

• Produces responseswhich are extendedbeyond short phrases,despite hesitation.

• Contributions aremostly relevant,despite somerepetition.

• Uses basic cohesivedevices.

• Is mostly intelligible,and has some controlof phonologicalfeatures at bothutterance and wordlevels.

• Initiates and respondsappropriately.

• Keeps the interactiongoing with verylittle prompting andsupport.

0 Performance below Band 1.

Marks and results

© Cambridge University Press 2014