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This lesson is suitable for students towards the end of their Cambridge English: First for Schools
course.
Lesson Goals
1. To familiarise students with question types and possible topics of the Cambridge English:
First for Schools Speaking Test Part 1
2. To help students feel more confident when answering questions about themselves in Part
1 of the Speaking Test
3. To provide useful language for students to develop and extend their answers in Part 2 of
the Speaking Test
4. To provide timed exam-style speaking practice for Part 2 of the Speaking Test
5. To familiarize students with aspects of Speaking assessment
Main activities (Resource 2 Interview cards (cut up), individual copies 30-35 mins
of Resource 3 and Resource 4 for each student, Test 8 Speaking Part 2
speaking material for each pair, clocks/watches with a stop-clock
function)
Similarities Differences
• Tell students to try to use this triangle to help them to structure 1 min T-S
their answers to Part 2 by thinking first of a similarity between
the two images, then looking for something different, and then
answering the question, making a speculation and giving your
opinion, if appropriate.
• Then, in pairs, ask students to look at the EXAM FOCUS 4 mins T-S
photographs A and B in Resource 4 and use the words and then S-S
expressions to structure an answer to the question. Model an
example first, based on the triangle above:
Both pictures show people doing outdoor activities in the forest.
Whereas in Picture A there are two people, in Picture B there is a
group of people, maybe friends. I imagine the couple in Picture A
are enjoying spending some time together away from their work
and stressful city life, whilst it seems the group of friends are
enjoying celebrating a special occasion together outdoors.
• Organise the students into pairs and give each pair Test 8 4 mins S-S
Speaking Part 2 photographs (8A-8D). Tell them to take turns to then T-S
be the interlocutor and the candidate. The interlocutor should
read the instructions and time the candidate, stopping them
after 1 minute. Listen carefully to the candidate’s answers and
give feedback at the end.
• To finish, ask some students the short question about the 3 mins T-S
photographs, based on the interlocutor’s question to the
listening candidate: Which of these activities would you prefer to
do (and why)?
CARD 2: Sports
CARD 3: Leisure
CARD 7: Entertainment
Choose 3 topics you are going to ask your partner to talk about
My best friend
Flowers
Bad weather
Spicy food
Chocolate
Summer holidays
Dogs
Chewing Gum
Wild animals
Photography
Camping trips
Vegetarians
Flags
My favourite hobby
How to make the perfect cup of tea
Clouds
Things that make me angry
Brothers and sisters
Music festivals
Pocket money
• The biggest difference between them is that this one shows … but the other one.
• I expect …
• He / She probably …
• I doubt that …
• Perhaps …
• I guess…
• They look as if …
• I imagine ….
EXAM FOCUS:
Now use these words and expressions to compare these photographs and say what the people are
enjoying about doing these outdoor activities
Getty_824617130: Ascent/PKS Media Inc./The Image Bank/Getty Images Getty_508066351: Hero Images/Getty Images
Then the examiner gives your partner two different photographs. Your partner talks about these
photographs for one minute. This time the examiner asks you a question about your partner’s
photographs and you respond briefly.
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8A
8B
C10
What might the people find difficult about working hard in these situations?
8C
8D
C11
8E
subjects they
enjoy
C12
Test 8
Note: In the examination, there will be both an assessor and an interlocutor in the room.
The visual material for Test 8 appears on pages C10 and C11 (Part 2), and C12 (Part 3).
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Parts 3 and 4
Feeling happy at school
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 believe are important if
students want to feel happy at school, and a question for you to
discuss. First you have some time to look at the task.
Indicate the visual 8E on page C12 to the candidates.
Allow 15 seconds.
Now, talk to each other about how important these things are if
students want to feel happy at school.
Candidates: [2 minutes / 3 minutes for groups of three]
Interlocutor: Thank you. Now you have about a minute to decide which is the
most important thing that makes students feel happy at school.
Candidates: [1 minute]
Interlocutor: Thank you.
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Listening
One mark is given for each correct answer. The total mark is converted into a score on the
Cambridge English Scale 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:
Discourse Management
This 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.
Pronunciation
This 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 Communication
This 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.
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5 • Shows
a good degree • Produces extended • Is intelligible. • Initiates
and responds
of control of a range stretches of language • Intonation is appropriately, linking
of simple and some with very little appropriate. contributions to those
complex grammatical hesitation. • Sentence and word of other speakers.
forms. • Contributions are stress is accurately • Maintains and develops
• Uses a range of relevant and there is a placed. the interaction and
appropriate vocabulary clear organisation of • Individual sounds are negotiates towards an
to give and exchange ideas. articulated clearly. outcome.
views on a wide range • Uses a range of cohesive
of familiar topics. devices and discourse
markers.
3 • Shows
a good degree • Produces extended • Is intelligible. • Initiates
and responds
of control of simple stretches of language • Intonation is generally appropriately.
grammatical forms, and despite some hesitation. appropriate. • Maintains and develops
attempts some complex • Contributions are • Sentence and word the interaction and
grammatical forms. relevant and there is stress is generally negotiates towards an
• Uses a range of very little repetition. accurately placed. outcome with very little
appropriate vocabulary • Uses a range of cohesive • Individual sounds are support.
to give and exchange devices. generally articulated
views on a range of clearly.
familiar topics.
1 • Shows
a good degree • Produces responses • Is
mostly intelligible, • Initiates
and responds
of control of simple which are extended and has some control of appropriately.
grammatical forms. beyond short phrases, phonological features • Keeps the interaction
• Uses a range of despite hesitation. at both utterance and going with very little
appropriate vocabulary • Contributions are word levels. prompting and support.
when talking about mostly relevant, despite
everyday situations. some repetition.
• Uses basic cohesive
devices.
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The interlocutor awards a mark for overall performance using a Global Achievement scale.
B2 Global Achievement
5 • Handles
communication on a range of familiar topics, with very little hesitation.
• Uses accurate and appropriate linguistic resources to express ideas and produce extended discourse that is
generally coherent.
3 • Handles
communication on familiar topics, despite some hesitation.
• Organises extended discourse but occasionally produces utterances that lack coherence, and some inaccuracies
and inappropriate usage occur.
Assessment for Cambridge English: First for Schools is based on performance across all parts
of the test, and is achieved by applying the relevant descriptors in the assessment scales.
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