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Speaking skills for Cambridge English: First for Schools (2015)
Cambridge English • A not-for-profit department of the University of
Cambridge • 100 years of expertise in English language
assessment • Over 4 million people a year take Cambridge
English exams • More than 15,000 organisations worldwide
accept our exams
Cambridge English: First for Schools
• Part of our Cambridge English for Schools range of exams
• Designed to motivate school-aged learners
• Level B2 of the CEFR – an upper-intermediate level of English
Shows students are ready to … • study in English at foundation or pathway level • work in an English-speaking environment • live independently in an English-speaking
country “Preparing for the exam gave me the confidence and language skills I eventually needed to travel internationally, and get a job at a prestigious biopharmaceutical laboratory.” Anais Legent Research Associate at Kymab Ltd.
An internationally accepted certificate
• Same certificate as Cambridge English: First • Accepted by thousands of leading businesses
and educational institutions worldwide • Accepted by UK Visas and Immigration (UKVI)
and the Irish Nationalisation and Immigration Service (INIS)
See which organisations accept our exams – www.cambridgeenglish.org/recognition
Aim of the webinar • To enable teachers to assess and improve
their students’ speaking skills through familiarisation with the assessment scales
Overview of the webinar • The revised Cambridge English: First for
Schools Speaking test (2015)
Overview of the webinar • The revised Cambridge English: First for
Schools Speaking test (2015) • Assessment scales for speaking and how
to assess your students’ speaking performance
Overview of the webinar • The revised Cambridge English: First for
Schools Speaking test (2015) • Assessment scales for speaking and how
to assess your students’ speaking performance
• Teaching ideas for different parts of the Speaking test
Overview of the webinar • The revised Cambridge English: First for
Schools Speaking test (2015) • Assessment scales for speaking and how
to assess your students’ speaking performance
• Teaching ideas for different parts of the Speaking test
• Summary and further support
Cambridge English: First for Schools Speaking test (2015)
Cambridge English: First for Schools Speaking test (2015) Timing: 14 minutes Number of parts: 4
Usually: • Two examiners • Two candidates
Speaking test (2015) Part What happens? Focus
1
A conversation between the interlocutor and each candidate
General interaction, social language
2
An individual ‘long turn’ by each candidate about two photographs, with a response from the other candidate
Organising a longer unit of discourse, comparing, describing
3
A conversation between the candidates about a situation; written prompts are given
Exchanging ideas, agreeing, disagreeing, etc.
4
A discussion on topics related to Part 3 Expressing and justifying opinions, speculating
Speaking test (2015) Part What happens? Focus
1
A conversation between the interlocutor and each candidate
General interaction, social language
2
An individual ‘long turn’ by each candidate about two photographs, with a response from the other candidate
Organising a longer unit of discourse, comparing, describing
3
A conversation between the candidates about a situation; written prompts are given
Exchanging ideas, agreeing, disagreeing, etc.
4
A discussion on topics related to Part 3 Expressing and justifying opinions, speculating
Changes to the Speaking test Part 1 The timing has been reduced from 3 minutes to 2 minutes.
Changes to the Speaking test Part 1 The timing has been reduced from 3 minutes to 2 minutes. Part 2 The candidate response timing has increased from 20 seconds to 30 seconds.
Changes to the Speaking test Part 1 The timing has been reduced from 3 minutes to 2 minutes. Part 2 The candidate response has increased from 20 seconds to 30 seconds. Part 3 Split rubrics and written prompts replace visuals. The timing is 4 minutes.
Changes to the Speaking test Part 1 The timing has been reduced from 3 minutes to 2 minutes. Part 2 The candidate response has increased from 20 seconds to 30 seconds. Part 3 Split rubrics and written prompts replace visuals. The timing is 4 minutes. Part 4 Timing is 4 minutes.
Assessment scales B2 Grammar and
Vocabulary Discourse Management
Pronunciation Interactive Communication
5
4
3
2
1
0
Assessment scales
Grammar Band 5 Shows a good degree of control of a range of simple and some complex grammatical forms. Band 3 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Band 1 Shows a good degree of control of simple grammatical forms.
Grammar Band 5 Shows a good degree of control of a range of simple and some complex grammatical forms. Band 3 Shows a good degree of control of simple grammatical forms, and attempts some complex grammatical forms. Band 1 Shows a good degree of control of simple grammatical forms.
Assessing your students Cambridge English: First for Schools (Level B2) Speaking
Grammar and Vocabulary
Name of student: Kok Wee
Does the speaker use simple grammatical forms with control?
Good Not so good
Does the speaker use complex grammatical forms?
Good Not so good
Does the speaker use a range of appropriate vocabulary? (everyday situations/familiar topics/wide range of familiar topics)
Good Not so good
Speaking Part 1 – Kok Wee
Speaking Part 1 – Kok Wee Cambridge English: First for Schools (Level B2) Speaking
Grammar and Vocabulary
Does the speaker use simple grammatical forms with control?
Good I find him very useful for my education I started to read three years ago … recently I just started a book called Clockwork Angels
Not so good he give us every single lessons I might go to there to ski
Does the speaker use complex grammatical forms?
Good Not so good Doesn’t attempt complex forms
Does the speaker use a range of appropriate vocabulary? (everyday situations/familiar topics/wide range of familiar topics)
Good economics, notes, winter season, fiction
Not so good I read light??
Pronunciation Band 5 Is intelligible; intonation is appropriate; sentence and word stress is accurately placed; individual sounds are articulated clearly. Band 3 Is intelligible; intonation is generally appropriate; sentence and word stress is generally accurately placed; individual sounds are generally articulated clearly. Band 1 Is mostly intelligible, and has some control of phonological features at both utterance and word levels.
Pronunciation Band 5 Is intelligible; intonation is appropriate; sentence and word stress is accurately placed; individual sounds are articulated clearly. Band 3 Is intelligible; intonation is generally appropriate; sentence and word stress is generally accurately placed; individual sounds are generally articulated clearly. Band 1 Is mostly intelligible, and has some control of phonological features at both utterance and word levels.
Assessing your students Cambridge English: First for Schools (Level B2) Speaking
Pronunciation
Name of student: Chris
Are the answers clear? Can the speaker be generally understood?
Good Not so good
Is the speaker’s intonation appropriate?
Good Not so good
Does the speaker use sentence stress appropriately? Is word stress correct?
Good Not so good
Are individual sounds clear? Are they correctly produced?
Good Not so good
What are people enjoying about spending time outside in these situations?
Speaking Part 2 – Chris
Speaking Part 2 – Chris Cambridge English: First for Schools (Level B2) Speaking
Pronunciation Are the answers clear? Can the speaker be generally understood? Good is intelligible
Not so good at times the volume and pitch are very low which means the listener has to concentrate
Is the speaker’s intonation appropriate? Good Not so good
intonation is a little flat and her expression of ideas would be clearer if her voice rose and fell more
Does the speaker use sentence stress appropriately? Is word stress correct? Good sentence stress generally accurate: ‘they are having a picnic with their friends’ word stress generally accurate: ‘everybody’s’, ‘weather’, ‘restaurants’
Not so good Flow of speech sometimes affected by searching for words
Are individual sounds clear? Are they correctly produced? Good generally articulated clearly
Not so good ‘smell’ instead of ‘smile’
Discourse Management What is included?
Discourse Management What is included? • Extended stretches of language • Hesitation • Coherence: relevance of contributions,
organisation of ideas, repetition • Cohesion: use of cohesive devices and
discourse markers
Discourse Management Band 5 Contributions are relevant and there is a clear organisation of ideas. Uses a range of cohesive devices and discourse markers. Band 3 Contributions are relevant and there is very little repetition. Uses a range of cohesive devices. Band 1 Contributions are mostly relevant despite some repetition. Uses basic cohesive devices.
Assessing your students Cambridge English: First for Schools (Level B2) Speaking
Discourse Management
Name of student:
Are the answers of an appropriate length for the task? Is there much hesitation? Good Not so good
Are the contributions relevant? Is there much repetition? Is it well organised?
Good Not so good
Does the speaker use a range of cohesive devices? And discourse markers?
Good Not so good
Interactive Communication A. Initiates and responds appropriately; maintains and
develops the interaction and negotiates towards an outcome with very little support.
B. Initiates and responds appropriately, linking contributions to those of other speakers; maintains and develops the interaction and negotiates towards an outcome.
C. Initiates and responds appropriately; keeps the interaction going with very little prompting and support.
Interactive Communication A. Initiates and responds appropriately; maintains and
develops the interaction and negotiates towards an outcome with very little support.
B. Initiates and responds appropriately, linking contributions to those of other speakers; maintains and develops the interaction and negotiates towards an outcome.
C. Initiates and responds appropriately; keeps the interaction going with very little prompting and support.
3
5
1
Speaking Part 3
Why might students want to learn these
skills?
play a sport
draw well
speak another foreign
language
play a musical instrument
cook a meal
Speaking Part 3 Cambridge English: First for Schools (Level B2) Speaking
Interactive Communication
Name of student: Kok Wee and Chris
Does the speaker start the discussion? Does the speaker introduce new ideas?
Good Not so good
Does the speaker react appropriately to what the other candidate says?
Good Not so good
Does the speaker keep the interaction going and involve the other candidate?
Good Not so good
Speaking Part 3
Speaking Part 3 – Kok Wee Cambridge English: First for Schools (Level B2) Speaking
Interactive Communication
Name of student: Kok Wee
Does the speaker start the discussion? Does the speaker introduce new ideas?
Good He initiates appropriately and introduces new ideas.
Not so good
Does the speaker react appropriately to what the other candidate says?
Good He takes some opportunities to link his contributions to his partner’s (in discussion about drawing)
Not so good But not consistently
Does the speaker keep the interaction going and involve the other candidate?
Good He maintains and develops the discussion about learning a new language
Not so good But not consistently
Speaking Part 3 – Chris Cambridge English: First for Schools (Level B2) Speaking
Interactive Communication
Name of student: Chris
Does the speaker start the discussion? Does the speaker introduce new ideas?
Good Not so good She could have initiated more
Does the speaker react appropriately to what the other candidate says?
Good She responds appropriately, e.g. when she asks the ‘what if?’ question and makes several good points in response to his comments
Not so good But not consistently
Does the speaker keep the interaction going and involve the other candidate?
Good She maintains and develops the discussion on drawing and playing the guitar.
Not so good But not consistently
Using ‘what if’ … A) Exam prompt It’s important to ‘speak another language’ so you can travel abroad. I think ‘learning to draw well’ is fun and interesting.
Using ‘what if’ … A) Exam prompt B) What if It’s important to ‘speak another language’ so you can travel abroad.
But what if you don’t want to travel abroad?
I think ‘learning to draw well’ is fun and interesting.
What if you’re no good at drawing?
Using ‘what if’ … A) Exam prompt B) What if C) Continuation It’s important to ‘speak another language’ so you can travel abroad.
But what if you don’t want to travel abroad?
Well obviously not everyone will want to do this, but many people will.
I think ‘learning to draw well’ is fun and interesting.
What if you’re no good at drawing?
You’re right that some people are better than others, but everyone can learn the basics.
Linking to what your partner has said
Students might want to learn another language because it’s useful for their future.
You mentioned that …
You said that … but what about …
I’m not sure I understood what you said about … because …
I think most people would agree with what you said about … but what if …
Teaching ideas • Speed examining
Speed examining – suggested layout
Speed examining – Part 1 1. Who do you spend time with after school? 2. Tell us about a good teacher you’ve had. 3. Do you enjoy using the internet in your free
time? 4. Where would you like to go for your next
holiday? 5. Do you enjoy reading? 6. …..
Teaching ideas • Speed examining • ‘Good’ and ‘not so good’ models • Focus on extending responses
What might be difficult for the people about trying to win in these situations?
In the first picture the man is playing tennis. In the second picture the people are running. Both sports are difficult ... it is hard to win. You have to be good at the sport.
In the first picture the man is playing tennis whereas in the second picture the people are running. Both sports are difficult ... it is hard to win because you have to be good at the sport.
Summary • Overview of the revised Cambridge
English: First for Schools Speaking test • Applying Assessment Scales to your
students • Teaching ideas for improving in different
areas and in specific parts of the test • Links and further support
New microsite for revised exams • Information about
all the changes • Videos, specifications, sample
papers, teaching tips, classroom activities
teachingsupport.cambridgeenglish.org
Teaching Support website • Information about
all Cambridge English Language Assessment examinations and teaching qualifications
• Teaching resources for each part of each exam
• Lots more features to support teachers
www.cambridgeenglish.org/teachingsupport
• Courses Earn a certificate from Cambridge.
• Webinars Interact with expert trainers.
• Knowledge Articles with industry-leading ideas.
Join at www.CambridgeEnglishTeacher.org
Online Professional Development
‘How to teach’ courses:
• Cambridge English: First (FCE)
Official Exams Preparation Materials
Courses Sep ‘14
Practice and Supplementary Jul ‘14 Oct ‘14 Feb ‘15
Unique preparation materials • Internationally recognised authors • Experts in teaching, learning and
assessment • Based on real exam candidates’ answers
and the mistakes they make – Corpus • English Profile research guarantees
vocabulary is ‘on level’ for B2 • Only official preparation for Cambridge
English: First for Schools www.cambridge.org/elt/exams
Further information
University of Cambridge Cambridge English Language Assessment 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0)1223 553997 Fax: +44 (0)1223 553621 Email: [email protected] Keep up to date with what’s new via the Cambridge English Language Assessment website: www.cambridgeenglish.org For information on Cambridge English webinars for teachers: www.cambridgeenglish.org/webinars
Young Learners 14 and 16 July 2014