Speaking skills for Cambridge English: First for Schools (2015)

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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

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Further information

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Young Learners 14 and 16 July 2014