Cambridge English: Key Lesson Plan: Speaking

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Cambridge English: KeyLesson Plan: SpeakingThis lesson plan accompanies Cambridge English: Key 7 Speaking Test 4, Parts 1 and 2.This lesson is suitable for students towards the end of their Cambridge English: Key course.This lesson is also suitable for any A2 course in order to enhance their listening skills.Lesson Goals1. To familiarise students with the format of the Key speaking test2. To practice spelling surnames3. To put students at ease and help them improvise when answering familiar questions aboutthemselves4. To practice question formation skillsActivity (see brackets for resources required)InteractionWarmerTimeneeded5-10 mins 3 minsS -T thenS-S Write up ‘greetings and introductions’ on the board and elicitwhat kind of questions would be asked. Pair students to ask therelevant questions.Elicit what a surname is, paying careful attention to thenationalities of the students in your class. Pair students to spelltheir surnames to each other in turn, while their partner writesdown what they hear. Ask them to check their answers together.Tell your students they are going to do a mingle activity. Askthem to think of an imaginary person or ask them to simply bethemselves. They then can role-play greetings, introductions andname spelling with as many people as possible, accurately andwithin a set time limit.Main activities (copies of Resource 1, Resource 2 (cut up) and Resource3, leaflets/information about local museums or other ticketed places ofinterest, images/leaflets about local youth hostels if available) Briefly discuss what is contained in the rest of Part 1 beforegiving your students Resource 1.Pair students to think of relevant questions in Resource 1 whileyou monitor and answer students’ questions. Make sure bothstudents write down at least one question for each section.Re-pair students to ask and answer the questions they havewritten.Cambridge English: Key 7 Speaking Test 4 Lesson Plan Cambridge University Press and UCLES 20173 mins4 minsS-SS-S35-40 mins2 minsS-T4 minsS-S4 minsS-S

Give your students the name of a famous person and ask them torole-play Part 1 of the speaking test in pairs using their questionsfrom Resource 1. They could record themselves on a mobilephone to analyse their answers later.Briefly elicit what students have to do in Part 2 of the speakingtest.Give students Resource 2 and ask them to match the two halvesof each question in pairs. Fast finishers could think of suitableanswers for the questions by choosing a local museum or otherrelevant (ticketed) place of interest (use leaflets if available).Elicit the fully-formed questions and answers.Briefly discuss what a youth hostel is (i.e. have your studentsstayed in one, type of beds, price, etc.) Use some YHA materialfrom your local area to set the scene if available.Group students, give out Resource 3 and tell the students all thequestions can be asked about a youth hostel in the country. Askthem to think of the correct question for the five prompts.Elicit a response for each prompt, discuss if it is right or not,before giving them the correct answer.Students can now role-play Resource 3 as two candidates.Role-play Part 2 of the speaking paper on page 114/115.Extension activity: pack of standard playing cards/cards with lexical setswritten on them Group your students and tell them they are going to play a game.o Put a selection of standard playing cards in the centre of thetable along with a separate pack of lexical sets (i.e animals,buildings, cars, shops, technology, etc.)o Tell them black cards are for Do/Does questions, red cardsare for Are/Is questions and picture cards are for Whquestions and How- questions.o Ask students to play the game by turning over a playing cardand a lexical set card and making a question. The others inthe group can either correct the speaker or try to answer thequestion.Cambridge English: Key 7 Speaking Test 4 Lesson Plan Cambridge University Press and UCLES 20175 minsS-S1 minS-T2 mins[S-S]3 min3 minsS-TS-T4 minsT thenS-S2 minsS-T thenT-SS-SS-S2 mins6 mins10 mins10 minsSs-Ss

Resource 1The column on the left is what you have to do in Part 1 of the Cambridge English: KeySpeaking Test. Think of two more possible questions under the examples in the column onthe right.Give personal information aboutplace of origin, occupation, studiesE.g. Where do you come from?1.2.Give general information aboutdaily life, past or future plansE.g. What do you like doing at weekends?1.2.Give an extended response to apersonal questionE.g. Tell me something about your hobbies1. Tell me something about .2. Tell me something about .Cambridge English: Key 7 Speaking Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Resource 2 (Cut Up)Put students into pairs and ask them to match the halves of each question about a museum.Question Part AQuestion Part BWhereis it located?What time doesit open?Doesit open on Mondays?Howmuch does it cost?CanI buy tickets online?Is therea discount for students?Are thereany souvenirs available?Domany people visit it every year?Cambridge English: Key 7 Speaking Test 4 Lesson Plan Cambridge University Press and UCLES 2017

Resource 3Look at the question prompts about visiting a youth hostel in the country. Make the correct questionfor each prompt.Youth HostelYouth Hostel Located in a castle in the EnglishcountrysideNear Warwick stationTel: 0883 01346517Open 24 hoursID needed for under 16s near/train station?what/telephone number? Cambridge English: Key 7 Speaking Test 4 Lesson Plan Cambridge University Press and UCLES 2017where/hostel? open/lateneed/identity card?

Paper 3  Speaking(8–10 minutes)The Speaking test lasts 8 to 10 minutes. You will take the test with another candidate. There aretwo examiners, but only one of them will talk to you. The examiner will ask you questions andask you to talk to the other candidate.Part 1 (5–6 minutes)The examiner will ask you and your partner some questions. These questions will be about yourdaily life, past experience and future plans. For example, you may have to speak about yourschool, job, hobbies or home town.Part 2 (3–4 minutes)You and your partner will speak to each other. You will ask and answer questions. The examinerwill give you a card with some information on it. The examiner will give your partner a card withsome words on it. Your partner will use the words on the card to ask you questions about theinformation you have. Then you will change roles.95 Cambridge University Press and UCLES 2014

Paper 3 framesTest 4Note: The visual materials for Paper 3 appear on pages 96–103.Part 1 (5–6 minutes)Greetings and introductionsAt the beginning of Part 1, the interlocutor greets the candidates, asks for their names and asksthem to spell something.Giving information about place of origin, occupation, studiesThe interlocutor asks the candidates about where they come from / live, and for informationabout their school / studies / work.Giving general information about selfThe interlocutor asks the candidates questions about their daily life, past experience or futureplans. They may be asked, for example, about their likes and dislikes or about recent pastexperiences, or to describe and compare places.Extended responseIn the final section of Part 1, candidates are expected to give an extended response to a ‘Tell mesomething about ’ prompt. The topics are still of a personal and concrete nature. Candidatesshould produce at least three utterances in their extended response.113 Cambridge University Press and UCLES 2014

Paper 3 framesPart 2 (3–4 minutes)3AVisual materialsCar MuseumThe interlocutor introduces the activity as follows:3BInterlocutor: MUSEUM(Pablo), here is some information about a college library.(Interlocutor shows answer card 4A on page 99 to Pablo) address? (Laura), you don’t know anything about the college library, so ask(Pablo) some questions about it.what / see?(Interlocutor shows questions card 4B on page 97 to Laura)26 StationRoadthese words to help you. (Interlocutor indicates promptwords) adultUseticket?/ ?Lots of cars from famous films!Do you understand? Open daily 10 a.m. – 5 p.m.Ticket prices: Adults 7.00openNow/ Wednesdays?(Laura), ask (Pablo) your questions about the college libraryand 4.00Children(Pablo), you answer them.Lovely café for hot and cold snacks buy / food?4B4A4ACollege Library4BCollege Library where / library? open / evenings? good computers?First floor, next to art roomOpen 8 a.m till 10 p.m.Books on all subjectsDVDs to rent24 excellent new computersBring student card to join library how / join? DVDs?When the candidates have asked and answered questions about the college library, theyexchange roles and talk about a different topic.99114 Cambridge University Press and UCLES 2014

Visual materials3CThe interlocutor introduces the activity as follows:3DBoat ShowInterlocutor:Paper 3 framesThe Boat Show(Laura), here is some information about a story-writing competition. where/ show?(Interlocutorshows answer card 4C on page 103 to Laura) when/ show?(Pablo),you don’t know anything about the story-writing competition,so ask (Laura) some questions about it. start?(Interlocutor shows questions card 4D on page 101 to Pablo)At West ParkUse these words to help you. (Interlocutor indicates prompt words)On Sunday 5 AugustDo you understand?Doors open 8 a.m. what / sell? 4C4Cabout all the latest boats and sailingNow (Pablo), ask (Laura) your questions about Findthe outstory-writingBuy boats, sailing clothes, and shoescompetition and (Laura), you answer them.website?www.boats.comStory-writing competition4D4DStory-writingcompetition competition for16-year-olds? how many words?Foragesages 15–1815–18ForStoriesmustmustbebe aboutabout naturenatureStoriesWrite500500–1000Write– 1000 wordswordsBeststorystorywinswins aa d@college.comdavid@college.com what / write about? email address? what / first prize?by55AprilAprilbyNote: Candidates are assessed on both their questions and answers in Part1032 of the test.115 Cambridge University Press and UCLES 2014

This lesson plan accompanies Cambridge English: Key 7 Speaking Test 4, Parts 1 and 2. This lesson is suitable for students towards the end of their Cambridge English: Key course. This lesson is also suitable for any A2 course in order to enhance their listening skills. Lesson Goals 1. To familiarise students

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