PET for Schools Speaking Overview Activity – Notes for teachers

Description

Each student reads information about one part of the Speaking test. In groups they compare information to find out about the whole paper. They then do a matching task to find out how the Speaking test is assessed. Finally they discuss how to develop/improve their speaking skills.

Time required: 50 minutes

Materials required:

Activity sheet 1 (one complete version and one version cut up into separate parts)

Activity sheets 2 and 3

OHT of answers to Activity 2

Sample speaking paper cut up into separate parts

PET for Schools handbook

Aims: to introduce the speaking test

to look at each part and to introduce how it is assessed.

Procedure

1. Introduce the topic of the speaking test by asking for a quick show of hands of who thinks the speaking test will be the easiest or hardest part of the test. Students usually either love or hate this part and it is worth finding out their attitude at the beginning. Ask two or three students to explain their thoughts.

2. Divide the class into four groups and hand out one part of the sample paper and one part of the test (not the introduction) from Activity 1 to each group. Give the students a few minutes to look through their information.

3. Hand out Activity 2. Working in small groups or pairs, ask students to fill in the relevant part of the table for their part of the test using their information from both Activity 1 and the sample paper.

4. After about 10 minutes, put one student from each group together to make new groups of 4. Ask the students to share their information about their part of the test with the group so that the whole table is completed. Encourage them to ask each other questions and listen to the answers before completing the table.

5. Whole class check, showing the OHT of the completed table.

6. Hand out the complete version of Activity 1 to each student. Ask the class the following questions, asking them to scan the sheet to find the answers where necessary.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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a) How many parts are there? (4)

b) How many examiners are there? (2 – the interlocutor and the assessor)

c) What do the two examiners do? (the interlocutor who manages the tasks and the assessor who doesn’t speak)

d) How many candidates are tested at one time? (usually 2, unless there are odd number of candidates in which case there is a group of 3)

e) How long is the test? (10 – 12 minutes for 2 candidates, 13 – 15 minutes for a group of 3)

f) How many parts use pictures or visual material? (Parts 2 and 3)

g) When do candidates have to speak alone and when do they have to speak together? (Alone in Parts 1 and 3, together in Parts 2 and 4).

7. Ask students to discuss in pairs which parts they think will be easiest and most difficult for them and why.

8. Introduce the assessment criteria by explaining that the interlocutor gives one ‘global achievement’ score and the assessor (who doesn’t speak) marks according to four criteria. Explain that they are going to find out what each of these is through a matching activity. Hand out Activity 3. Ask students to match the criteria with the descriptions.

9. Go over the answers to Activity 3 as a class (see key), adding any extra information that students ask for from the Assessment section in the handbook.

10. Write in the middle of the board ‘How can I develop my speaking skills?’ Ask students to stay in the groups of 4 to brainstorm ideas about how they can improve their speaking skills for the exam.

11. Round off with a class feedback and discussion session about developing speaking skills, noting their ideas on the board (see key for suggestions).

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Key to Activity 2

Use this as a guide to check your students' answers.

PARTS

1 2 3 4

Who do I talk to? The examiner My partner My partner and the examiner

My partner

How long does it take?

2-3 minutes

2-3 minutes 3 minutes (1 minute talking about my photograph)

3 minutes

Do I need to look at any pictures?

No Yes Yes No

What kind of things do I have to say / talk about?

Answer questions about myself, daily life, family, home, past experiences, future plans, etc.

Make and respond to suggestions and recommendations, talk about different choices, giving reasons, and make a decision with my partner.

Find all the right vocabulary to describe a photograph and organise what I say so that it is easy to understand.

Talk about my opinions, likes and dislikes, my preferences, experiences and habits.

Do I have to ask any questions?

No Yes No Yes

Do I have to listen to / for anything?

Listen to the examiner's instructions and questions.

Listen to what my partner says.

Listen to the examiner's instructions.

Listen to what my partner says.

Listen to the examiner's instructions.

Listen to what my partner says.

Listen to the examiner's instructions.

Listen to what my partner says.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Key to Activity 3

Grammar and Vocabulary

This includes how accurate and appropriate the candidate’s grammar and vocabulary are as well as the range of language that they use.

Discourse Management

This is how well the candidate’s ideas are linked together and how long and relevant a candidate’s answers are.

Pronunciation

This is how clear the candidate’s English is and how easy it is to understand. An accent is fine as long as the examiners can understand what the candidate is saying.

Interactive Communication

This is how well the candidate uses their language to communicate with their partner, including skills like introducing an idea, responding to what their partner says, taking turns to speak and keeping the task going.

Global Achievement

This is the overall assessment of how well the candidate does the tasks in all four parts of the speaking test.

Key to discussion (steps 10/11)

Speak only English in the classroom.

Speak in English with your classmates at other times when not in class, e.g. during breaks, in the café, etc

Watch films and TV in English and then discuss what you thought of them with a classmate.

Listen to native speakers having conversations.

Listen to pop songs in English.

Plan an evening or weekend activity with a classmate and then do it and speak only in English while you are doing it.

Join a club where there are some native English speakers.

Find an e-pal who lives in another country and who speaks English and arrange to have regular Skype telephone calls with them.

Visit an English speaking country.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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PET for Schools Speaking Overview Activity 1

Introduction to the test

The PET for Schools Speaking test is between 10 and 12 minutes long and has four parts. Candidates do the test in pairs, but if there is an uneven number of candidates, then the last test of the day will be a group of three candidates. There are always two examiners. One of the examiners is an ‘interlocutor’ who asks questions and tells the candidates what to do. The other examiner is an ‘assessor’ who does not speak to the candidates. The Speaking test is worth 25% of the total marks for the exam.

Part 1

The test begins with a general conversation. The examiner asks each candidate questions about their personal details, daily routine, likes and dislikes, etc. Candidates are asked the questions individually and do not have to talk to each other in this part of the test. This part tests the language of simple social interaction and helps the candidate to relax.

Part 2

In this part of the test, candidates have to work together to discuss an imaginary situation. The examiner describes the situation and gives candidates some visual material to look at which gives the candidates some ideas for discussion. Candidates may have to make and respond to suggestions, discuss alternatives, make recommendations and come to agreement with their partner. Candidates are tested on their use of language and how they interact, not on their ideas.

Part 3

In this part of the test, the examiner gives each candidate one colour photograph which shows an everyday situation. The examiner tells the candidates to describe the photograph and talk about what they can see. Each candidate speaks on their own for about a minute, and should try to use a wide range of vocabulary. This part tests use of language and also the ability to organise language.

Part 4

This part of the test follows on from Part 3 as it has the same topic or theme. The examiner tells candidates to speak to each other about the topic and they should discuss their opinions, likes and dislikes, experiences, etc. Candidates should try to ask their partner for their opinions, comment on their partner’s ideas and show interest in what their partner is saying, as well as talk about themselves.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Activity 2

Complete the table with all the things you know about the PET for Schools Speaking test.

PARTS

1 2 3 4

Who do I talk to? My partner

How long does it take? 2-3 minutes

Do I need to look at any pictures?

No

What kind of things do I have to say / talk about?

Answer questions about myself, daily life, family, home, past experiences, future plans, etc.

Do I have to ask any questions?

Yes

Do I have to listen to / for anything?

Listen to the examiner's instructions.

Listen to what my partner says.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Activity 3

Assessment criteria

Match each assessment criteria with its description

Grammar and Vocabulary

Discourse Management

Pronunciation

Interactive Communication

Global Achievement

a) This is how clear the candidate’s English is and how easy it is to understand. An accent is fine as long as the examiners can understand what the candidate is saying.

b) This includes how accurate and appropriate the candidate’s grammar and vocabulary are as well as the range of language that they use.

c) This is the overall assessment of how well the candidate does the tasks in all four parts of the speaking test.

d) This is how well the candidate’s ideas are linked together and how long and relevant a candidate’s answers are.

e) This is how well the candidate uses their language to communicate with their partner, including skills like introducing an idea, responding to what their partner says, taking turns to speak and keeping the task going.

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Sample speaking test

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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Task 1

© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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© UCLES 2008. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. It may not otherwise be altered, photocopied, reproduced, distributed, published, recorded, made available on another website, or otherwise transmitted by any means without the prior written permission of University of Cambridge ESOL Examinations.

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