Ket Speaking Part 2 4m1ss
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KET Paper 3 Speaking Part 2 Information exchange - Notes for Teachers Description Exam
KET
Paper 3
Speaking
Time required
15-20
minutes
Materials required: Handouts 1 and 2 (one per pair of students)
Students do a lead-in activity in which their teacher asks them about a local event. They then write questions from question prompts. They ask and answer these questions. Finally, students practise a Part 2 task, taking turns to ask and answer.
Aims: to familiarise students with the content and format of Speaking, Part 2 to practise asking and answering questions about factual information
Procedure 1. As a lead in, choose a local event that students know about, e.g. a football match, and ask them: When is the football match? What date is the football match? What time does it start? Where is it? How much is it? / Is it free? Add a few more questions relevant to the event. Point out that this is the kind of real life situation which is reflected in the Part 2 Speaking test: candidates ask questions and give information about a situation or event. 2. If you have done the Overview activity, elicit what students can about Part 2. Tell them they are now going to find out more about Part 2. 3. Give out Handout 1 to show students an example. Ask them what they have information about (an air museum). Ask them what Candidate B has to do with the question prompts (ask Candidate A questions about the air museum using these prompts). After this the candidates change roles; they are given new cards with different information and questions. © 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 1 of 5
4. Ask students to work in pairs and to look at the first set of cards about Sandon Air Museum. Together the students should write the five questions suggested by the question prompts. Ask students to do this on a separate piece of paper because you will want the students to do the task without looking at the questions later. 5. Monitor students as they write their questions. When everyone has finished, elicit correct questions and write them on the board. There are often several possible correct questions so choose the ones that fit in best with your teaching aims. 6. Get students to practise the pronunciation and intonation of the questions by choral and/or individual drilling. Remind students of the assessment criteria: grammar, vocabulary, pronunciation and interactive communication. Point out that in Part 2 they need to make grammatically correct sentences, understand and use appropriate vocabulary, use appropriate intonation and clear pronunciation for questions and answers and communicate by asking and answering questions. 7. Tell students that the interlocutor will always give them instructions about what they have to do. Once the interlocutor has set up the task for Part 2, students are expected to manage the interaction themselves. In order to practise this, tell them you will read out the instructions and ask students to work in pairs and to ask and answer the questions about Sandon Air Museum. When students are confident, ask them not to look at the questions they wrote, read out the instructions and let them do the task. Monitor as they work, to check that they are communicating clearly. 8. Ask students to look at the second set of cards in the worksheet about World Books. Ask them to take turns asking and answering the questions. Ask one student to ask about the address and then the second student to ask the ‘big/small’ question, etc. Monitor to make sure they are using correct question forms and answering clearly with correct information. As a final check, get a couple of students to demonstrate correct questions and answers in front of the whole class. 9. As a round up, make sure students understand what they have to do in Part 2 by asking these questions: Do you have to ask and answer all the questions on the card? (Yes) Do you talk about factual information or personal information? (Factual. Prompt cards are used to stimulate questions and answers which will be related to daily life, leisure activities and social life (including references to places, times, services, where to go, how to get there, what to eat, etc.). How many minutes have they got for Part 2? (3- 4 minutes)
© 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 2 of 5
Key to the sample task Sandon Air Museum What can we/you see at the air museum? 70 aeroplanes/planes. Is it open at weekends?
Yes (from 10am to 6pm.)
How much is a student ticket? Is there a car park?
(We/You can see/There are) more than
(It’s) £5.
Yes. (There’s a big car park and it’s free.)
Can we/you buy postcards there? postcards and books.)
Yes. (There’s a shop where we/you can buy
World Books What’s the address of World Books?
(It’s) 212 Main Street.
Is it a big or small bookshop? / Is it big or small? country.
It’s the largest (bookshop) in the
Is it closed on Sundays?
No, it’s open from 12.30 to 8pm (on Sundays).
Do they sell travel books?
Yes (they do).
What’s the telephone number?
(It’s) 724 399.
Suggested follow-up activity: In class provide plenty of opportunities for role plays. Information-gap activities are also useful practice for asking and answering questions.
© 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 3 of 5
KET
Speaking Part 2
Information exchange
Handout 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.
KET Speaking Part 2 www.cambridgeesol.org/teach Page 4 of 5
Handout 2
© 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.
KET Speaking Part 2 www.cambridgeesol.org/teach Page 5 of 5
KET
Paper 3
Speaking
Time required
15-20
minutes
Materials required: Handouts 1 and 2 (one per pair of students)
Students do a lead-in activity in which their teacher asks them about a local event. They then write questions from question prompts. They ask and answer these questions. Finally, students practise a Part 2 task, taking turns to ask and answer.
Aims: to familiarise students with the content and format of Speaking, Part 2 to practise asking and answering questions about factual information
Procedure 1. As a lead in, choose a local event that students know about, e.g. a football match, and ask them: When is the football match? What date is the football match? What time does it start? Where is it? How much is it? / Is it free? Add a few more questions relevant to the event. Point out that this is the kind of real life situation which is reflected in the Part 2 Speaking test: candidates ask questions and give information about a situation or event. 2. If you have done the Overview activity, elicit what students can about Part 2. Tell them they are now going to find out more about Part 2. 3. Give out Handout 1 to show students an example. Ask them what they have information about (an air museum). Ask them what Candidate B has to do with the question prompts (ask Candidate A questions about the air museum using these prompts). After this the candidates change roles; they are given new cards with different information and questions. © 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 1 of 5
4. Ask students to work in pairs and to look at the first set of cards about Sandon Air Museum. Together the students should write the five questions suggested by the question prompts. Ask students to do this on a separate piece of paper because you will want the students to do the task without looking at the questions later. 5. Monitor students as they write their questions. When everyone has finished, elicit correct questions and write them on the board. There are often several possible correct questions so choose the ones that fit in best with your teaching aims. 6. Get students to practise the pronunciation and intonation of the questions by choral and/or individual drilling. Remind students of the assessment criteria: grammar, vocabulary, pronunciation and interactive communication. Point out that in Part 2 they need to make grammatically correct sentences, understand and use appropriate vocabulary, use appropriate intonation and clear pronunciation for questions and answers and communicate by asking and answering questions. 7. Tell students that the interlocutor will always give them instructions about what they have to do. Once the interlocutor has set up the task for Part 2, students are expected to manage the interaction themselves. In order to practise this, tell them you will read out the instructions and ask students to work in pairs and to ask and answer the questions about Sandon Air Museum. When students are confident, ask them not to look at the questions they wrote, read out the instructions and let them do the task. Monitor as they work, to check that they are communicating clearly. 8. Ask students to look at the second set of cards in the worksheet about World Books. Ask them to take turns asking and answering the questions. Ask one student to ask about the address and then the second student to ask the ‘big/small’ question, etc. Monitor to make sure they are using correct question forms and answering clearly with correct information. As a final check, get a couple of students to demonstrate correct questions and answers in front of the whole class. 9. As a round up, make sure students understand what they have to do in Part 2 by asking these questions: Do you have to ask and answer all the questions on the card? (Yes) Do you talk about factual information or personal information? (Factual. Prompt cards are used to stimulate questions and answers which will be related to daily life, leisure activities and social life (including references to places, times, services, where to go, how to get there, what to eat, etc.). How many minutes have they got for Part 2? (3- 4 minutes)
© 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 2 of 5
Key to the sample task Sandon Air Museum What can we/you see at the air museum? 70 aeroplanes/planes. Is it open at weekends?
Yes (from 10am to 6pm.)
How much is a student ticket? Is there a car park?
(We/You can see/There are) more than
(It’s) £5.
Yes. (There’s a big car park and it’s free.)
Can we/you buy postcards there? postcards and books.)
Yes. (There’s a shop where we/you can buy
World Books What’s the address of World Books?
(It’s) 212 Main Street.
Is it a big or small bookshop? / Is it big or small? country.
It’s the largest (bookshop) in the
Is it closed on Sundays?
No, it’s open from 12.30 to 8pm (on Sundays).
Do they sell travel books?
Yes (they do).
What’s the telephone number?
(It’s) 724 399.
Suggested follow-up activity: In class provide plenty of opportunities for role plays. Information-gap activities are also useful practice for asking and answering questions.
© 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.
KET
Paper 3 Speaking Part 2 www.cambridgeesol.org/teach Page 3 of 5
KET
Speaking Part 2
Information exchange
Handout 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.
KET Speaking Part 2 www.cambridgeesol.org/teach Page 4 of 5
Handout 2
© 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.
KET Speaking Part 2 www.cambridgeesol.org/teach Page 5 of 5
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