About the Speaking test

Aim: to check knowledge of practical details of the Speaking test

Relevance to FCE: Speaking test; whole

Organisation: individual or small groups; plenary

Materials needed: Copies for each participant of the questions given here; copies of the answers for each participant or an OHT with the answers.

1. Give participants a copy each or per pair of the questionnaire given here. Ask them to select the answer they think is correct. If you feel that your group should know these answers, you could remove the options. Another alternative is to set a time limit for choosing answers, especially if you want to discuss each one in plenary at any length.

2. When participants have answered, go through their answers together and discuss any difficulties.

3. You may also wish to use page 45 of the FCE Handbook as well.

About the Speaking test

Why not see if you can answer the following questions about the FCE Speaking test by selecting the correct answer.

a)

How long does the Speaking test last? 12 min 14 min 15 min variable

b)

How many candidates take the test together? 1 2 3 4

c) Can candidates choose how many partners to have? yes no    

d)

How many examiners are there? 1 2 3 4

e)

Do both examiners assess the students? yes no    

f) Do both examiners speak throughout the test? yes no    

g)

How many parts are there? 1 2 3 4

h)

Do the candidates speak to each other as well as to the examiner?

yes no    

i) Are all the tasks on the same topic or theme? yes no    

j) Are all parts assessed? yes no

Discourse Features and Functions in the Speaking test

Aim: to identify the features and functions of spoken English that are involved in the Speaking test

Relevance to FCE: Speaking test; all parts

Organisation: 2s or 3s

Materials needed: copies for each 2 or 3 participants of the worksheets given here; copies for each 2 or 3 participants of the answer key; copy of the Speaking Test Video, if available; if not, copies of the transcript given here (PDF).

1. Elicit from participants some features or functions of spoken discourse, for example, asking questions, turn-taking. If you prefer, you could demonstrate some different features through a short conversation and then elicit them, or give out a list of some features/functions to "notice" during the demonstration.

2. Give each group of 2 or 3, or each participant, a copy of the worksheet given here. Ask them to go through the list of features and functions and to check they understand what they all are with their colleagues. Ask them to underline any that they are not sure about.

3. Write those features/functions that participants are unsure about on the board; either ask other participants to explain them or explain them yourself. Alternatively, have the participants get up and find someone who can help them to understand the ones they don't know. Set a time limit appropriate to the number of participants/queries, and then go through only the remaining doubts.

4. Check all participants know the 4 parts of the Speaking test and roughly what candidates are expected to do.

5. In 2s or 3s, participants decide which features/functions are expected in each part of the Speaking test and complete the box on the worksheet. If they really don't know, they should leave that feature/function out. Set a time limit.

6. When time is up or everyone has done as much as they can, check in plenary, or regroup the participants so that there is a mix of each original group and get them to check together, while you monitor and pick up on any doubts.

7. OPTIONAL: if you have a copy of the Speaking T

Discourse Features and Functions in the Speaking test

Each part of the test is designed in such a way that the candidates should produce certain discourse features and functions. Below is a jumbled list of these features and functions. Complete the chart under the table by putting them in the correct box. Some may appear more than once.

1 responding to questions

2 talking about present circumstances

3 giving information

4 negotiating

5 developing topics

6 agreeing / disagreeing

7 talking about past experience

8 expanding on responses

9 managing discourse

10 speculating

11 expressing and justifying opinions

12 talking about future plans

13 exchanging information and opinions

14 sustaining a long turn

15 turn-taking (initiating & responding appropriately)

16 giving personal information

17 expressing opinions through comparing and contrasting

18 suggesting

19 responding appropriately

Candidate Output

  Discourse Features Functions

Part 1 responding to questions giving personal information

Part 2    

Part 3 negotiating  

Part 4   exchanging information and

How do you feel about speaking English?

Aim: to raise awareness of attitudes towards speaking English among students and towards teaching speaking among teachers

Relevance to FCE: Speaking test; whole paper

Organisation: small groups and plenary

Materials needed: copies of the questions below for each participant, or one copy on OHT; optional: copies of the questions for teachers to use with their students

1. Ask teachers to think of one student who is a "good" speaker of English and one who is "bad". Don't define what is meant by these terms, as that will undermine the activity. Participants must choose their own definitions.

2. In 2s or small groups, give them a few minutes to describe what they think makes each of their examples good or bad.

3. Hand out or show the questions given on the worksheet for this activity. Give the group up to 10 minutes to discuss the questions raised. Monitor carefully and keep the discussions moving on.

4. Ask each group to choose 1 or 2 questions they think are interesting or that raised further issues for them. Discuss each of these in plenary.

5. OPTIONAL: you could follow this with a brainstorming of suggestions for helping students with any of the difficulties raised.

6. If your teachers would like, give them copies of the same questions for their students to discuss in class. Click here to go to the student questions.

How do you feel about speaking English?

Below is a list of questions about your students' attitudes and ability which you might like to think about and if possible discuss with a colleague or with your students. There is no right or wrong answer so use these to think about the issue, including possible causes and ways of overcoming any negative aspects.

a) Do your students generally enjoy speaking English?

b) Are they confident when speaking English?

c) Do they think speaking well is less important than writing well?

d) Do they feel shy or nervous about speaking in front of their peers/colleagues?

e) Do they dislike making mistakes?

f) Do they feel the most important thing is to communicate no matter how?

g) Do they hesitate a lot? If so, is it because they are looking for the right word or trying to formulate a structure correctly?

h) Do they speak fluently but make a lot of mistakes?

i) Do they speak slowly but get the grammar right?

j) Do they have a very noticeable accent?

k) Do they use intonation and sentence stress well?

l) Do they know what to do when they don't know or can't remember a word, or do they just 'dry up'?

m) Do they use short simple sentences, or do they try to join sentences with connectors to make longer stretches of speech/utterances?

Now think about your own attitudes? How do you feel about teaching spoken English in class?

  Do you enjoy doing speaking activities in class?

  Do you avoid doing speaking activities, or limit them to the end of the lesson?

  How do you define a "speaking activity"?

  Do you think teachers can help to improve students' spoken English?

  Do you think it is more important to spend time preparing for the other parts of the FCE exam?

  Do you use English all the time in class, and if not, why is that?

  If English is not your first language, do you feel confident and enjoy speaking English in class?

Assessment criteria - key words

What's covered by the assessment criteria? Look at the key words in the table and decide which criterion each one is assessed under.

G&V Grammar and Vocabulary

DM Discourse Management

Pron Pronunciation

IC Interactive Communication

   

   

Individual sounds G&V / DM / Pron / IC

Initiating G&V / DM / Pron / IC

Accuracy G&V / DM / Pron / IC

Coherence G&V / DM / Pron / IC

Turn-taking G&V / DM / Pron / IC

Appropriacy G&V / DM / Pron / IC

Range G&V / DM / Pron / IC

Responding G&V / DM / Pron / IC

Prosodic features G&V / DM / Pron / IC

Extent G&V / DM / Pron / IC

FCE Speaking - Assessment Criteria

The four criteria used to assess students are:

Grammar and VocabularyDiscourse ManagementPronunciationInteractive Communication

Both examiners assess the candidates. The assessor applies detailed analytical scales, and the interlocutor applies a global scale, which is a less detailed scale based on the analytical scales.

Grammar and Vocabulary (Range, Accuracy, Appropriacy)This refers to the active use of a range of grammatical forms and vocabulary. At FCE level a range of grammatical forms and syntax should be used accurately and vocabulary should be

appropriate to deal with the tasks. Performance is viewed in terms of the overall effectiveness of the language used.

Discourse Management (Coherence, Extent, Relevance)This refers to the candidate's ability to link utterances together to form coherent monologue and contributions to dialogue. The utterances should be relevant to the tasks and to preceding utterances in the discourse. The discourse produced should be at a level of complexity appropriate to FCE level and the utterances should be arranged logically to develop the themes or arguments required by the tasks. The extent of contributions should be appropriate, i.e. long or short as required at a particular point in the dynamic development of the discourse in order to achieve the task.

Pronunciation (Stress and rhythm, Intonation, Individual sounds)This refers to the candidate's ability to produce easily comprehensible utterances to fulfil the task requirements. At FCE level, acceptable pronunciation should be achieved by the appropriate use of strong and weak syllables, the smooth linking of words and the effective highlighting of information-bearing words. Intonation, which includes the use of a sufficiently wide pitch range, should be used effectively to convey meaning, and articulation of individual sounds should be sufficiently clear for words to be easily understood. Examiners put themselves in the position of the non-EFL specialist and assess the overall impact of the communication and the degree of effort required to understand the candidate.

Interactive Communication (Initiating and responding, Hesitation, Turn-taking)This refers to the candidate's ability to take an active part in the development of the discourse, showing sensitivity to turn taking and without undue hesitation. It requires the ability to participate competently in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled.

Candidates are not penalised for asking for clarification, from either the interlocutor or the other candidate (as long as this is not excessive). However, if the interaction breaks down and the candidate has to be supported by the interlocutor or the other candidate, this is taken as evidence of weak interactive ability and is penalised accordingly.

Typical Minimum Adequate Performance at FCE levelThe standard which is required is described in the Handbook:

Although there are some inaccuracies, grammar and vocabulary are sufficiently accurate in dealing with the tasks. Mostly coherent, with some extended discourse. Can generally be understood. Able to maintain the interaction and deal with the tasks without major prompting.

FCE Speaking - Assessment Criteria

The four criteria used to assess students are:

Grammar and VocabularyDiscourse ManagementPronunciationInteractive Communication

Both examiners assess the candidates. The assessor applies detailed analytical scales, and the interlocutor applies a global scale, which is a less detailed scale based on the analytical scales.

Grammar and Vocabulary (Range, Accuracy, Appropriacy)This refers to the active use of a range of grammatical forms and vocabulary. At FCE level a range of grammatical forms and syntax should be used accurately and vocabulary should be appropriate to deal with the tasks. Performance is viewed in terms of the overall effectiveness of the language used.

Discourse Management (Coherence, Extent, Relevance)This refers to the candidate's ability to link utterances together to form coherent monologue and contributions to dialogue. The utterances should be relevant to the tasks and to preceding utterances in the discourse. The discourse produced should be at a level of complexity appropriate to FCE level and the utterances should be arranged logically to develop the themes or arguments required by the tasks. The extent of contributions should be appropriate, i.e. long or short as required at a particular point in the dynamic development of the discourse in order to achieve the task.

Pronunciation (Stress and rhythm, Intonation, Individual sounds)This refers to the candidate's ability to produce easily comprehensible utterances to fulfil the task requirements. At FCE level, acceptable pronunciation should be achieved by the appropriate use of strong and weak syllables, the smooth linking of words and the effective highlighting of information-bearing words. Intonation, which includes the use of a sufficiently wide pitch range, should be used effectively to convey meaning, and articulation of individual sounds should be sufficiently clear for words to be easily understood. Examiners put themselves in the position of the non-EFL specialist and assess the overall impact of the communication and the degree of effort required to understand the candidate.

Interactive Communication (Initiating and responding, Hesitation, Turn-taking)This refers to the candidate's ability to take an active part in the development of the discourse, showing sensitivity to turn taking and without undue hesitation. It requires the ability to participate competently in the range of interactive situations in the test and to develop discussions on a range of topics by initiating and responding appropriately. It also refers to the deployment of strategies to maintain and repair interaction at an appropriate level throughout the test so that the tasks can be fulfilled.

Candidates are not penalised for asking for clarification, from either the interlocutor or the other candidate (as long as this is not excessive). However, if the interaction breaks down and the candidate has to be supported by the interlocutor or the other candidate, this is taken as evidence of weak interactive ability and is penalised accordingly.

Typical Minimum Adequate Performance at FCE levelThe standard which is required is described in the Handbook:

Although there are some inaccuracies, grammar and vocabulary are sufficiently accurate in dealing with the tasks. Mostly coherent, with some extended discourse. Can generally be understood. Able to maintain the interaction and deal with the tasks without major prompting.

DOs and DON'Ts - Activity

Aim: encourage students to think about what to do in the Speaking test

Relevance to FCE: Speaking test

Organisation: whole class; 2s

Materials needed: one copy of worksheet per student or one between two or on an OHT. Copies of DOs and DON'Ts page.

1. Elicit from students some of the things they should and shouldn't do during the Speaking Test.

2. Hand out the list of candidate behaviours and get the students to discuss in pairs or groups if each one is something they should do (DO) or shouldn't do (DON'T). They should write in the missing word DO or DON'T.

3. An alternative is to print out the list of behaviours, cut them up so each is on a separate slip and stick them onto cards. Stick these on the board or lay them in the centre of the classroom and students have to categorise them into 2 columns - DOs and DON'Ts.

You'll find the answers on the DOs and DON'Ts page.

Discuss if the following statements are things you should do (DO) or shouldn't do (DON'T) in the speaking test. Write in the missing word DO or DON'T before each statement.

................ leave long or frequent pauses during Parts 2, 3 and 4.

................ ask for clarification of instructions or a question if you're not sure

................ worry if you disagree with your partner in Parts 3 or 4.

................ practise speaking English as much as possible in groups and in pairs, both in and out of the classroom.

................ initiate discussion as well as responding to what your partner says.

................ interrupt your partner during their long turn in Part 2.

................ listen carefully to the instructions and questions during the test and respond appropriately.

................ respond to what your partner says and invite your partner to speak in Parts 3 and 4.

................ worry if you are interrupted by the examiner.

................ speak clearly, so that both the interlocutor and assessor can hear you.

................ use all the opportunities you're given in the test to speak, and extend your responses whenever possible.

................ dominate your partner or interrupt them abruptly during the Speaking test.

................ answer the additional question as well as comparing and contrasting the visuals in Part 2.

................ make full use of the time so that the assessor hears plenty of your English.

................ prepare long answers in advance, or learn and practise speeches.

................ be familiar with the focus, function and procedures of each part of the test.

DOs and DON'Ts for FCE Speaking

Here are some general DOs and DON'Ts for candidates in dealing with the Speaking test.

Make sure you are familiar with the focus, function and procedures of each part of the test

Practise speaking English as much as possible in groups and in pairs, both inside and outside the classroom

Listen carefully to the instructions and questions during the test and respond appropriately

Respond to what your partner says and invite your partner to speak in Parts 3

and 4

Speak clearly, so that both the interlocutor and assessor can hear you

Use all the opportunities you're given in the test to speak, and extend your responses whenever possible

Ask for clarification of instructions or a question if you're not sure

Make sure you answer the additional question as well as comparing and contrasting the visuals in Part 2

Be prepared to initiate discussion as well as responding to what your partner says

Make full use of the time so that the assessor hears plenty of your English

   

Don't prepare long answers in advance, or learn and practise speeches

Don't interrupt your partner during their long turn in Part 2

Don't try to dominate your partner or interrupt them abruptly during the Speaking test

Don't leave long or frequent pauses

Don't worry if you disagree with your partner in Parts 3 or 4. As long as your exchanges are equal, this is a good example of interactive communication.

Don't worry about being interrupted by the examiner. This shows you have spoken enough. The tests have to keep to the time limit for administrative reasons.

Test Role Play

Aim: to familiarise students with typical Part 1 questions

Relevance to FCE: Speaking test; Part 1

Organisation: groups of 3; one or two groups of 4 are possible

Materials needed: copies of the interlocutor script for Part 1 of the Speaking test for each student.

1. Divide your class into groups of 3. If there are 1 or 2 students left over, you may have up to 2 groups of 4.

2. Explain to your students that they are going to role play the first part of the Speaking test: 1 of them will be the interlocutor and 2 will be themselves (or 3 candidates and an interlocutor, as may happen in the Speaking test).

3. Allow a few minutes to read through the script. 4. Set a time limit of 3 minutes, the time they will have in the exam. Once your students

are used to this time period, you may wish to allow them longer on this activity to encourage long responses.

5. Regroup to allow the students playing the interlocutor to have a chance to answer the questions as well. Repeat the activity.

Variation 1You can use this activity to focus on pronunciation, especially the intonation of questions and sentence stress. Variation 2See Identity Changes

Question formation

Aim: to develop students' ability to form and ask questions in various tenses, and also to answer these questions effectively and expand their answers.

Relevance to FCE: Speaking test; Part 1

Organisation: 2s; then groups of 4.

Materials needed: none

1. Elicit and write on the board 10 possible topics about students or their lives, e.g. family, entertainment, school, work. They should be topics that may come up in Part 1.

2. Elicit useful question words in a separate column.3. In pairs, students choose 2 topics each and write 3 general questions for each topic e.g.

Home - Where do you live? 4. The pairs then write 3 follow-up questions to each of the general ones they have

produced - 1 in the present, 1 in the past and 1 in the future or conditional. For example: Home - Where do you live? - Have you always lived in the same house? Where did your grandparents live? What would be your perfect house?

5. The pairs join up to make groups of 4 and ask each other, and answer, the questions they have written.

Chain questions & answers

Aim: to develop students' ability to form and ask questions and also to answer these questions effectively; to help students to perform well under pressure

Relevance to FCE: Speaking test; Part 1

Organisation: groups of about 8

Materials needed: none

1. Have the groups of 8 sit in circles.

2. Give each group a topic, or let them choose for themselves, or let them choose one for another group. They should be topics that may come up in Part 1.

3. Each student thinks of 3 possible questions to ask about this topic. They should try to think of questions that they think another student won't think of, that is, not very obvious or typical questions.

4. The students ask their questions around the circle. A starts by asking B a question, which B answers. B then asks C a different question and C answers. C asks D a different question, and so on. The rule is that no question may be repeated, so students may find that they have to think quickly to make up a new question.

5. Set a time limit, or if you prefer you could make it into a competition, to see which group can keep going for longest.

6. First do this using Yes/No questions, just to practise. The second time, students have to ask open-ended/Wh- questions, to encourage longer and fuller answers.

Identity changes

Aim: to familiarise students with typical Part 1 questions

Relevance to FCE: Speaking test; Part 1

Organisation: groups of 3; one or two groups of 4 are possible

Materials needed: copies of the script for Part 1 of the Speaking test for each student.

1. Divide your class into groups of 3. As in the Speaking test, if there are 1 or 2 candidates left over, you may have up to 2 groups of 4.

2. Explain to your students that they are going to role play the first part of the Speaking test: 1 of them will be the interlocutor and 2 will assume a false identity (either imaginary or of a real/famous person).

3. Allow a few minutes to read through the script. 4. Set a time limit of 3 minutes, the time they will have in the exam. Once your students

are used to this time period, you may wish to allow them longer on this activity.5. The students then play the character they have chosen. If your students choose

real/famous identities, the student playing the Interlocutor/interviewer has to try to guess who the person is. 6. Regroup to allow the students playing the interlocutor to have a chance to answer the questions as well. Repeat the activity.

Picture Hunt

Aim: to collect student-generated materials and develop students' noticing skills; to practise discussion and negotiation skills

Relevance to FCE: Speaking test; Parts 2 and 3

Organisation: individual or 2s or small groups

Materials needed: magazines provided by students; card, scissors and glue

1. As homework, ask students to bring in magazines, catalogues, brochures, their own unwanted photos, etc.

2. Ask students, individually or in 2s, to cut out lots of different visuals that they think may be useful for Part 2 practice.

3. In pairs or small groups, the students pool the visuals. They must then discuss and group the visuals that they think are related in some way. The links between the visuals should be similar to those used in the Speaking test, so your students should be familiar with the exam before doing this.

4. The visuals can then be stuck onto cards and kept by the teacher to be used for future lessons.

Noticing Differences

Aim: to develop students' noticing skills; to build up the skills needed for Part 2 of the Speaking test

Relevance to FCE: Speaking test; Part 2

Organisation: 2s, then groups of 4

Materials needed: 1 set of related visuals for each pair

1. Give each pair 1 set of 2 related visuals.

2. The pairs find and note down 3 similarities (compare) and 3 differences (contrast). Set a time limit so that everyone finishes more or less together.

3. The pairs swap visuals with the neighbouring pair. They repeat the task with the new set of visuals.

4. The 2 pairs join up and compare what similarities / differences they have noted.5. Optional Continuation: The students return to working in pairs and use their combined

notes to compare and contrast the visuals. They should aim to speak without stopping for one minute.

6. Student A does the task using the original set of visuals. 7. Pairs then swap visuals, and Student B does the task using their neighbour's set.8. The pairs then compare their performances and discuss what they found easy or

difficult.

Spotting Connectors

Aim: to focus students on coherence and discourse markers in extended turns

Relevance to FCE: Speaking test; Part 2

Organisation: whole class

Materials needed: a tape of a Part 2 task being performed; for the variation, cards with phrases you want to focus on written on them

1. Tape yourself doing a Part 2 task, or tape your students doing it.

2. Tell your students you are going to play this to them. Every time they hear a connector or sequencer they must put their hands up, or shout out.

3. Alternatively, they do the same every time they hear a comparison or a contrast.4. Variation: Give each student a card with a key phrase, expression, structure or

discourse item taken from the recorded text written on it. They listen and each time they hear their item they put their hands up, or hold up the card. Possible items are: I think, whereas, it might be, it looks like, both, there is, more + adjective and so on. Choose those you would like your students to use more, or those that they overuse! (if you are using a recording of them).

Using Connectors

Aim: to develop students' ability to use connecting words and to produce longer, more complex utterances

Relevance to FCE: Speaking test; Part 2

Organisation: whole class or groups of about 8 in very large classes

Materials needed: none; for variation, sets of visuals appropriate for Part 2

1. Put on the board the following connectors for contrast: whereas, while, but, on the other hand and words or phrases for showing similarities: both, too, also, as well and check students know the meaning and use of each.

2. Draw a cloud or circle in the centre of the board and write or elicit several topics of general interest e.g. education, food, entertainment, sport, holidays, nature, the environment, social issues.

3. You point to a topic at random, for example food and give students a minute to each think of a suitable one sentence statement to make about it. Then nominate one student to say their statement aloud. For example, The food they serve in my college canteen is really awful.

4. You then point to a connector, for example whereas and nominate another student who must repeat the original statement, and then complete it using the connector and an appropriate ending. For example, The food they serve in my college canteen is really awful whereas what they provide at John's school is brilliant.

5. That student then chooses another topic and nominates a colleague and the whole procedure is repeated.

6. Note: you may find that you need to set a time limit for the responses so you can keep the pace up.

7. Variation: This activity can later be practised with the whole class using a set of visuals. (In the first picture there are some animals eating something … (as well) … and in the other picture there is an animal as well.)

Spot the Similarity

Aim: to develop students' noticing skills; to give practice in using connectors

Relevance to FCE: Speaking test; Part 2

Organisation: 2s

Materials needed: 1 copy of sets of visuals appropriate for Part 2 for each pair. Click here for a sample Part 2 task (PDF).

1. Put the students into pairs. Give each student one picture of the set, which they do NOT show to each other.

2. Each student describes their picture to find similarities and differences but only deals with one idea or item at a time. This means that students turn take to describe the visuals in tandem, rather than taking it in turns to describe the whole picture. For example:

A: In my picture there are two people working in a hospitalB: My picture also has two people working, but they are in the street.

3. Variation: one student says the first part of a sentence and their partner must continue on from that sentence if possible. For example, using the same visuals:

A My picture shows two people who are working in a hospital...

B ... and my picture also shows two people working but they are in the street. It must be a hot day as they are wearing t-shirts...

A ... whereas in mine they are wearing white uniforms. They are using special equipment...

B ... and they are in my picture too...

Students assess students

Aim: to focus students on completing all aspects of the task

Relevance to FCE: Speaking test; Part 2

Organisation: groups of 3

Materials needed: enough copies of 3 different sets of visuals and task appropriate for a Part 2 task so that all the groups in your class can have one set at a time; copies of the questions given here for each student.

1. Divide your class into groups of 3. Allocate the roles: Student A will read the rubric, Student B will perform the task and Student C will listen and assess.

2. Give out the questions. Go through them if necessary with the whole class.3. Give each group one set of visuals and task. 4. Students adopt their roles and one performs the task. Set a time limit.5. Groups exchange visuals so they have a different set, change roles and repeat the

activity. They do this twice, so that in the end everyone has performed the activity and everyone has assessed someone else.

6. When all the groups have finished, allow a few minutes for the students to give each other feedback in their groups. Get feedback from the whole class if appropriate.

Listen to your colleague and note down the answers to these questions about their performance.

Did s/he compare/mention any similarities? How many?

Did s/he contrast/mention any differences? How many?

Did s/he just describe the visuals without comparing and contrasting them?

Did s/he give approximately equal time to both pictures?

Did s/he answer the last part of the rubric ('… and say …')

Was what s/he said logical? Could you follow what s/he said?

Students assess students

Aim: to focus students on completing all aspects of the task

Relevance to FCE: Speaking test; Part 2

Organisation: groups of 3

Materials needed: enough copies of 3 different sets of visuals and task appropriate for a Part 2 task so that all the groups in your class can have one set at a time; copies of the questions given here for each student.

1. Divide your class into groups of 3. Allocate the roles: Student A will read the rubric, Student B will perform the task and Student C will listen and assess.

2. Give out the questions. Go through them if necessary with the whole class.3. Give each group one set of visuals and task. 4. Students adopt their roles and one performs the task. Set a time limit.5. Groups exchange visuals so they have a different set, change roles and repeat the

activity. They do this twice, so that in the end everyone has performed the activity and everyone has assessed someone else.

6. When all the groups have finished, allow a few minutes for the students to give each other feedback in their groups. Get feedback from the whole class if appropriate.

Listen to your colleague and note down the answers to these questions about their performance.

Did s/he compare/mention any similarities? How many?

Did s/he contrast/mention any differences? How many?

Did s/he just describe the visuals without comparing and contrasting them?

Did s/he give approximately equal time to both pictures?

Did s/he answer the last part of the rubric ('… and say …')

Was what s/he said logical? Could you follow what s/he said?

Analysing the discussion task

Aim: to raise students' awareness of what is required of them in this part of the Speaking test as an introductory exercise

Relevance to FCE: Speaking test; Part 3

Organisation: whole class; 2s

Materials needed: copies of 2 different Part 3 visuals and rubrics, either enough for one between two or on an OHT. Click here for a sample Part 3 task (PDF). You can find another task in the Handbook or a past paper pack.

1. Give out or show two different examples of Part 3 rubrics and ask students to read and compare them quickly.

2. Elicit how the task is divided up, how many parts there are and what is required of the candidates. Answer:

o Scene setting - I'd like you to imagine that … o Discussion task - First, talk to each other about how … o Decision - Then say/decide which …

3. Now give/show the examples of the corresponding visuals for the rubrics. Elicit what similarities there are between the visuals. Answer:

o Both have a picture illustrating the topic and several small visuals showing items/jobs to be discussed.

4. Elicit techniques on how best to tackle the task by setting the following questions for the students to discuss in 2s.

a) How many of the small visuals should you discuss?b) How important is it to reach a conclusion?c) Would it be better to give your opinion straight away or to discuss different aspects of each visual first? Why?d) How long do you think you will spend on reaching a conclusion to the discussion?

Answers:

a) All, or at least most, of the small visuals should be discussed first.b) In fact, the conclusion usually becomes apparent during the discussion so the task can be fulfilled without actually reaching a conclusion.c) Candidates must discuss each visual in terms of the characteristic asked for, for example usefulness, importance, difficulty level. They should not come to any conclusion at this stage. Only by talking about the different aspects of each visual will they be able to fulfill the task and demonstrate their language ability effectively. They should only move onto the final decision task when they have discussed all or most of them. d) This part is usually very short as the discussion will normally have brought out the main points.

5. Once the students feel they have understood the task, in pairs they do one of the two tasks they have looked at. Set a time limit.

6. Feedback from the class what they found difficult/easy; how they felt; what some of the problems might be, and any other comment they would like to make.

Taking Turns

Aim: to encourage students to turn-take and to get used to eliciting opinions and responding appropriately to each other

Relevance to FCE: Speaking test; Part 3

Organisation: groups of 2 to 4 students

Materials needed: expressions used in maintaining interaction written on cards; enough for 1 per student

1. In a previous lesson, select phrases useful for maintaining interaction to work on with your students. The type of phrase are those expressing and inviting opinions, negotiating, agreeing/disagreeing and so on. Here are a few examples:

Where shall we begin?What/how about …?Let's start with … shall we?What do you think about …?I like …, don't you?I agree with you (but) …Don't you think … would be better?We'd better come to a decision.So, I think we agree, don't we?

Note: you may find a useful selection in a listening activity you are working on.

2. Check your students understand their usage and meaning, and model their usage and pronunciation. Practise intonation and stress patterns for these expressions.

3. Before the next lesson, prepare cards by writing 3 of these expressions on each. There should be a variety of expressions so that each student in a group of 4 will have a different set of expressions. Give one card to each student.

4. Put the students into pairs or groups and give them a list of questions or a topic/topics to discuss, or elicit a topic/topics from them that they would like to discuss.

5. As the students discuss the topic/topics, they must use each of the expressions they have on their cards at least once. Monitor for appropriate and correct usage.

6. Variation: Add another student to each group to act as 'mediator'. The students start discussing something and when the mediator points to a student, that student must pass the turn over to another student as naturally as possible by asking for their opinion, asking a question, using eye contact or (rising) intonation. The mediator must ensure each student has equal opportunity/time to speak.

Student Generated Simulations

Aim: to give stimulating and controlled practice at Speaking test Part 3 type tasks

Relevance to FCE: Speaking test; Part 3

Organisation: 2s; then whole class or groups of about 8

Materials needed: none

1. Put the students in pairs (A and B). A writes down the names of 4 common everyday objects which begin with letters from A to M, and B writes the names of 4 objects beginning with letters from N to Z. Thus they end up with a combined list of 8 different objects. For example: A's list: knife; mobile phone; keys; bag.B's list: pen; radio; tissues; soap

2. Set the following situation: "You are going on a desert expedition. For each object on your list, discuss how useful it might be and say why. Then discuss any drawbacks or problems in taking that object." Give them 3 minutes to do this.

3. When the three minutes are up, set the next part of the task: "Now decide which 3 objects are the most useful to take, and say why." Give one minute.

4. Feedback to whole class, or groups of about 8 if your class is large. Ask each student to name one of the objects they have chosen and justify the choice to the rest of the class or group. The class must decide if they accept the choice or not.

5. Variations: Using the same procedure as above, you can invent different tasks. Below are some suggestions:

itemsituationtask

list 5 adventure sportsa local sports association wants to offer a wider variety of activities- advantages and disadvantages of each sport- select 3 most appropriate for the club to offer

itemsituationtask

list 5 jobs2 careers officers are preparing to talk to young people about their future - advantages and disadvantages of each job- which 3 should the careers officers suggest

itemsituationtask

5 facilities of a universitya university advertisement aimed at attracting new students- the importance of each facility- select 3 to include in an advert

itemsituationtask

5 personal qualities and skillsa TV reality show in which people are left on a tropical island/an isolated mountain plateau- the usefulness/importance of each quality and skill for a participant- select 3 qualities/skills you would look for in the participants

itemsituationtask

5 things to do on a Sunday / Saturdayplan a family/school/work day trip- how enjoyable /feasible is each suggestion- select 3 most appropriate

Formulating Questions

Aim: to familiarise students with the type of question asked in Part 4 of the Speaking test

Relevance to FCE: Speaking test; Part 4

Organisation: 2s; then groups of 3

Materials needed: 1 copy per pair or an OHT of samples of questions used in Part 4 of the Speaking test from the Handbook or past papers. Click here for a sample Part 4 task (PDF).

1. Give out or show the sample questions used in a Part 4 task - you will need examples from 2 or 3 past papers to give your students an idea of the types of question used, regardless of the topic.

2. In 2s, ask the students to:underline all the question wordsfind any either/or (comparing) questionsfind any hypothetical questionsfind all questions which ask about opinionfind all questions which ask about factsFeedback a few example answers with the whole class.

3. Still in 2s, give each pair a topic to work with. Use topics from your coursebook and any others that you would like to add. The students write 4 questions for their topic using the examples as models.

4. Re-group students into threes so each student is not with their original partner; in other words, there will be 3 different sets of questions in each new group. Students take turns to ask the others in their group their questions.

5. Remind students they must expand on/develop their answers to each question asked and that single word answers are not acceptable. Encourage the students to build on what their partners are saying.

Circular Question Time

Aim: to practise giving extended answers and eliciting opinion from others

Relevance to FCE: Speaking test; Part 4

Organisation: groups of 6 - 8 students

Materials needed: a set of at least 8 cards with different questions on for each group

1. Before class, prepare your cards by writing one question on each one. You will need at least 8 different questions for each group, but you may repeat the questions with more than one group.

2. Divide class into groups of 6-8 students and have them sit in circles. 3. Put a set of cards in a pile in the middle of each group. S1 takes a card, reads it aloud

and nominates another student to answer. S1 keeps the card in front of her/him. S2 answers the question as fully as possible and then nominates another student, S3, and asks his/her opinion. S3 gives his/her opinion. S3 then takes another card from the pile, reads it aloud and nominates another student to answer. S3 keeps the card.

4. The activity continues in this way but different students must be nominated so that each student ends up with at least one card. This means that the third student chosen in each round should be one who has not yet got a card. You should encourage answers to be as fully developed as possible and the third student in each round should build on what has been said before.

Sample questions

a. Would you like a job in the tourism industry? Why (not)?

b. In what ways can tourists be a problem?

c. Do you think it is better to have a large family or a small one? Why?

d. Should smoking be banned totally? Why (not)?

e. How can we keep ourselves healthy?

f. Why is it important to take exercise regularly?

g. How easy is it to get into higher education in your country?

h. What kinds of jobs do you think will disappear in the future?

i. What can each person do to help reduce pollution?

j. What are some of the (dis)advantages of censorship of TV programmes?

k. How has the internet changed the world?

l. Will computers replace books in the future?

m. Will computers replace teachers in the future?n. What is the most beautiful place you have been to, and why? o. If you could go on a special trip somewhere, where would you go and why?p. How important is it to have places where nature is protected?q. At what age should young people be allowed to drive/vote/get married?

Discussing the News

Aim: to develop students' ability to maintain discussion using student-generated materials

Relevance to FCE: Speaking test; Part 4

Organisation: groups of 3; then 2s

Materials needed: texts from newspapers, magazines or a website about something of current interest or importance provided by the students

1. As homework, tell each student to bring in a text from a newspaper, magazine or a website about something of current interest or importance, or which interests them (in L1 if necessary). The stories shouldn't be too long.

2. In groups of 3, students read each others' texts. Set a time limit, as you don't want this part of the activity to take too long.

3. Collect all the texts in.4. Students now discuss what they have read giving their own opinions and justifying

them. They must concentrate on listening and responding to their colleagues and on equal turn-taking. Again, set a time limit.

5. When the time is up, each student finds a partner from another group and tells him/her about one of the topics discussed and elicits the new partner's opinion.

6. At the end you could ask one or two students to report back to the whole class on one of the stories and reactions to it.

Note: you may need to work on the language and expressions used in discussions, for example, giving opinion, justifying opinion, eliciting opinion and so on, before you do this activity.

Saying something about nothing

Aim: to build students' confidence in speaking about a range of topics and to encourage creative thinking

Relevance to FCE: Speaking test; Part 4

Organisation: 2s

Materials needed: one copy per pair or an OHT of a list of topics given here, or your own

1. Give out or show the list of topics.

2. Ask the class to choose one topic they would find easy to talk about, and one difficult one. Point out/elicit that in the exam, candidates can't choose what topic they talk about. Explain that this activity is to help them talk about difficult topics, so they must take it seriously.

3. Demonstrate the activity by asking the class to pick a topic that they think you would find difficult to talk about. Ask one student to time you for 30 seconds (or longer if you want!) and another student to note down 3 separate points that you make. Then give your talk! For example, if your students pick "red", your argument could be one of these:

red: sunburn> skin cancer> the ozone layer and pollution

red: traffic lights> congestion> pollution> public transport

red: debt> poverty in the developing world> aid donations4. While your students are doing this activity, you will need to keep them going by setting

30 second time limits. When they have done a few each, stop the activity and feedback on how they now feel about talking about difficult topics.

Look at the list of topics below. Pick a topic that you think your partner would find difficult to talk about for half a minute. Ask your partner to give you a talk on the topic you have selected,

lasting half a minute and including three interesting points!