It010 001 Chamberlain Delta3 Ex 0614

Delta Module 3
Extended Assignment
Name
Adam Chamberlain
Centre Name
British Council, Milan
Centre No.
IT010
Candidate number
001
Specialism
Teaching Exam Classes
Title
Preparing young learners (13 - 18) for the FCE speaking exam
Length
4,499 words
Submission
June 2014
Adam Chamberlain - Teaching Exam Classes Preparing young learners (13 - 18) for the
FCE speaking exam
1
Preparing young learners (13 - 18) for the FCE speaking exam
Contents
Part 1: Topic area and relevant issues
1.1 Why I chose to focus on exam classes
1.2 Student motivation
1.3 Backwash
1.4 Exam and General English classes
1.5 The role of the teacher
1.6 Learner autonomy
1.7 Dealing with different levels
Part 2: Needs analysis and commentary
2.1 The group
2.2 Needs analysis
2.3 Diagnostic test
Appendices in grey can be found in separate document.
Part 3: Course proposal
11
3.1 Principles and constraints affecting the design of the course
12
3.2 The course
12
3.3 The learning goals and objectives
12
3.4 The syllabus type - product and process
13
3.5 The teaching approach
13
3.6 The materials
14
Part 4: Assessment and course evaluation

4.1 Development of self/peer assessment competencies
FCE speaking exam
2
14
14
4.2 Course evaluation
15
4.3 Monitoring of learner progress by the teacher
16
4.4 Formative
16
4.5 Summative
16
Part 5: Conclusion
17
5.1 Principles of Course Design and benefits for students
17
5.2 Course Limitations
17
Bibliography
18
Appendices
21
Appendix 1 - Course details
21
1.1 Websites/coursebooks used and adapted for lessons
21
1.2 Course aims and objectives
22
1.3 Course plan
24
Appendix 2 - Needs analysis/Diagnostic testing results
37
2.1 Summary results of Needs Analysis
37
2.2 Indirect speaking test
41
2.3 Summary results of questionnaires/interviews for course participants
44
2.4 Student interviews & survey results
47
2.5 Diagnostic Test /Needs Analysis from recorded tests
51
2.6 Analysis of Question forms from DT
53
2.7 Tape script of recorded test
54
FCE speaking exam
3
(Appendices 3 - 5 in separate document)
Contents of Appendices
60
Appendix 3
- Needs Analysis/Diagnostic testing tools
62
Appendix 3.0
- Analysis of topics that can appear in the exam - PSA
62
Appendix 3.1
- Indirect speaking test - PSA
63
Appendix 3.2
- Previous exam results - TSA
65
Appendix 3.3
- Analysis of learning styles and intelligences - LSA
66
Appendix 3.4
- Questionnaire - LSA
68
Appendix 3.5
- Speaking activity - Best ways of improving English - LSA
70
Appendix 3.6
- Diagnostic Test /Needs Analysis from recorded tests
71
Appendix 3.6.1
- Sample of materials used for Progress test (PSA) and

DT recorded test taken from First Certificate Expert,
(Pearson 2010) All materials photocopiable
Appendix 3.6.2
- Sample analysis from progress test
Diagnostic test
71
73
74
Appendix 3.7
- Sample of recorded test
74
Appendix 3.8
- Check list
74
Appendix 3.9
- Question forms
76
Appendix 4
- Assessment and course evaluation

- Formative assessment
77
Appendix 4.0
- Speaking strategies notebook sample pages
77
Appendix 4.1
- Student Mark Sheet from notebook
79
Appendix 4.2
- Can do checklist from notebook
80
Appendix 4.3
- Vocabulary worksheet - example page from notebook
81
FCE speaking exam
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Appendix 4.4
- Mini feedback form example page from notebook
81
Appendix 4.5
- Checklist
82
Appendix 4.6
- Appraisal form for teacher student meeting
83
Appendix 4.7
- Course evaluation summative evaluation
84
Appendix 4.7.1
- Lesson evaluation
84
Appendix 4.7.2
- Course diary
85
Appendix 4.7.3
- Speaking Feedback Form
86
Appendix 5
- Lesson sample materials
87
Appendix 5.1
- Example pages from Lesson two
87
- FCE Cambridge Speaking Overview activity Part 1

Appendix 5.2
- Example pages from Lesson three
88
- FCE Cambridge Speaking Overview activity Part 2

- Example pages from Lesson four
Appendix 5.3
- Lesson 4.0
89
Appendix 5.4
- Lesson 4.1
90
- Example pages from Lesson five

Appendix 5.5
- Lesson 5.0
91
Appendix 5.6
- Lesson 5.1
92
Appendix 5.7
- Example pages from Lesson nine
93
Appendix 5.7.1
- Personality Quiz
93
Appendix 5.7.2
- Job list
94
Appendix 5.7.3
- Phrases
94
Appendix 5.7.4
- Sentence discussion
95
Appendix 5.7.5
- Speaking task
95
Appendix 5.7.6
- Difficult jobs
96
FCE speaking exam
5
Part 1: Topic area and relevant issues

1. Introduction
1.1 Why I chose to focus on exam classes
My main reason for choosing exam classes is that I would like to improve my
knowledge of Cambridge exams to better enable my students to prepare and to
enable me to better understand the requirements needed to reach success in the
exam. Once teachers know they will be teaching an exam class, their first
responsibility is to find out as much as possible about the format and content of
the exam. (Burgess &Head, 2005:2) I would like to work on developing my own
materials for exam classes, and a stronger understanding of the requirements will
help me achieve this.
1.2 Student motivation
One of the most important issues when teaching exam classes is student
motivation, Burgess &Head (ibid) point out that motivation tends to be high at the
start of a course, but there seems to be a dip halfway through with motivation
rising again as the exam date approaches. I am interested in helping to build
autonomous learning skills in students so that they can maintain a high level of
motivation throughout the course.
The exam itself should provide extrinsic motivation, as the final reward for the
students should be the qualification. Intrinsic motivation could be described as
performing an activity for its own sake rather than the desire for an external
reward. This can be seen as a challenge in exam groups as the primary focus for
the students is usually the exam.
1.3 Backwash
The backwash effect can be defined as the direct or indirect effect of
examinations on teaching methods. (Prodromou, 1995:13)
I had a class preparing for the Cambridge First Certificate in English exam (FCE).
First Certificate Expert (Pearson Longman 2008) was used as the course book.
The book was followed methodically page by page as the students were used to
doing this in previous general English courses. It was presumed that this would
fulfil their expectations. However, it was unclear for them which tasks would be in
the exam and which would not. The general English activities in the course book
seemed not to be connected to the exam, as they could see it. Extrinsic
motivation dominated the class, and I was pushed into setting tasks that were of
little use to the students other than to pass the exam. For example, the class
FCE speaking exam
6
were interested in doing weekly mock exams as well as a mock exam for
homework once a week. The backwash from the exam was therefore negative.
1.4 Exam and general English classes
Teaching an exam class is not so different from teaching a general English class,
as Burgess and Head (2005) point out. This may be true but perhaps the goal of
the course is different. In an exam class it can be said that the aim of students is
quite similar, namely to pass the exam at the end of the course, whereas in a
general English course students may want quite different things. As Thornbury
mentions, preparing learners for public examinations involves not just preparing
them for the content of the exam, but also for the relevant skills and strategies
that will be necessary to do it successfully. (2006:78)
Teaching an exam class then could be quite motivating to a teacher as everyone
should be in agreement which can help create a strong class dynamic (May,
1996).
There may be some disadvantages however. Young learners who are
encouraged by their parents in some cases are simply not at the correct level of
maturity to take such an exam as FCE and may be more suited to a general
English course where their needs could be better met.
1.5 The role of the teacher
Dealing with anxious learners can mean that the teacher may have to assume the
role of counsellor, which can be draining (Burgess & Head, 2005) for the teacher
and for students. As the exam date draws closer the students can naturally begin
to feel anxious.
Exam classes can create an extra kind of responsibility for a teacher as students
need to feel that they are on the right track. Some students can get nervous or
frustrated as the exam date approaches and sometimes need a lot of help and
confidence building to improve their belief system. Giving feedback which
emphasises students positive qualities for the exam and pointing them in the
right direction in other areas is important.
1.6 Learner autonomy
Learner autonomy could also be related to the role of the teacher, as Frendo
(2005) points out. Coaching students, and helping them better understand their
strengths and weaknesses can encourage them to take more responsibility for
their learning. Learner autonomy is possibly the most important skill that learners
can develop in exam classes as a lot of extra work is usually required outside the
classroom. The teacher can spend time in class cultivating this skill as it will
benefit students as they move on to future studies. For example, encourage
FCE speaking exam
7
students to use a dictionary instead of relying solely on the teacher to explain the
meaning of words.
1.7 Dealing with different levels
It can be argued that all classes are mixed ability classes. There are almost
certain to be different levels contained within the same group. May (1996)
suggests avoiding difficult exam style exercises at the beginning of the course
until the students are familiar with the format of the exam. Weaker students can
become quickly demoralised, so it can be important to use a gentler, humanistic
approach to build confidence and help students by giving them encouragement
and perhaps a few clues. (May, 1996:9)
There can also be different levels in regards to world knowledge and maturity; a
teenager for example may find it more suitable to take FCE for schools instead
of the traditional FCE exam as their knowledge of the world may not be wide
enough to cope with the range of topics included in the exam.
Part 2: Needs analysis and commentary
2.1 The group
The students are all young learners, studying at International House Tbilisi, a
private language school. They are enrolled in a 180 hour FCE course, with
three 2 hour lessons a week. All students are new to me. My course will be a
20 hour non-intensive course devoted to the speaking segment of the exam,
as I feel this is the part of the exam that sometimes gets taken for granted
(Thornbury 2005:1), the course will be taught intermittently throughout the 180
hours.
The length of the course, and the flexibility allowed in planning lessons for
exam groups are my main reasons for choosing this group for my assignment,
as well as my interest in Cambridge exams.
2.2 Needs Analysis (NA)

Needs analysis can be described as the process of determining the needs for
which a learner or group of learners requires a language and arranging the needs
according to priorities (Richards, cited in Jordan, 1997).
Dudley-Evans and St John (1998) suggest the needs analysis should be done in
four parts.
The Target Situation Analysis (TSA) - the communicative situations they will
encounter and the language items and skills they need. This was achieved by:
Analysis of the FCE handbook from the Cambridge website, including an
analysis of a sample paper (Appendix 2.1)
FCE speaking exam
8
Analysis of previous exam reports from the school (Appendix 2.3)

I also interviewed a previous teacher of four of the students (Appendix 2.3)
The Learning Situation Analysis - what the learners think they need or
want. I created a questionnaire that could highlight how familiar students were
with the format of the FCE speaking exam and their reasons for taking the
exam. (Appendix 2.3, 2.4, 3.4)
I adapted Gardner's (1983) multiple intelligence (MI) theories (as well as the
visual, auditory, kinaesthetic (VAK) learning styles model for my students from
Businessballs.com to help discover their learning styles. (Appendix 2.3, 3.3)
I created a speaking activity similar in style to part 3 of the speaking exam to
give students exam type practice. (Appendix 2.1, 3.5) This encouraged
students to discuss the best methods for improving their English.
The Means Analysis (MA) - the facilities available for the course. (Appendix
2.1)
The Present Situation Analysis - the learners current capabilities related to

their chances of achieving success in the exam. A speaking progress test was
undertaken to see if students were ready to register for the exam. I created a
chart to be completed during the test following the FCE formats of the exam.
(Appendix 2.5, 3.6.2) The test was based around the units studied so far in the
coursebook (Appendix 3.6.1), as was the diagnostic test. (Appendix 2.5, 2.7,
3.7)
There was also an indirect speaking test completed to identify correct
structures that could be used while speaking. (Appendix 2.2, 3.1)
Part of the NA included an analysis of the topics that can appear in the exam
and how confident students feel talking about them. (Appendix 2.1, 2.3, 3.0)
Complete analyses can be found in Appendix 2, 2.1 2.7
In summary:
Students are reasonably familiar with the format of the speaking exam.
Students are aware that the qualification can enhance their future career prospects.
None of the students have ever taken a Cambridge exam before this one.
Students would feel less confident talking about certain topics than others.
2.3 Diagnostic test (DT)

Diagnostic tests seek to identify those areas in which a student needs further
help (Alderson, Clapham, & Wall, 1995)
Diagnostic Tests are primarily designed to assess students' knowledge and skills
in particular areas before a course of study is begun.
FCE speaking exam
9
As the NA results showed that the students were already familiar with the format,
it seemed practical to administer at least part of the DT in the format of the exam.
Hughes (2003) states that direct testing of productive skills is considered a more
accurate estimate of language abilities as the skill is being performed that we
wish to measure.
The testing aimed to discover the speaking sub-skills the learners could control in
an exam situation and those they could not. Some were identified in the progress
test (Appendix 2.5, 3.6.1, 3.6.2). However, it can be difficult to do a diagnosis in
real time. Therefore the speakings were recorded (Appendix 2.5, 2.7, 3.7 ) so that
I could listen after administering the exam and analyse the items with an exam
check list, (Appendix 3.8) as suggested by Hughes (1989).
It was a direct test of their speaking ability in relation to the requirements of the
exam, suggested by Weir (1992) to have greater construct validity than indirect
tests.
Students were also asked to form questions based around topics that can appear
in the exam using typical question forms that appear in the speaking test. This
was done in order to gauge the students ability to form questions, and use verb
forms correctly. (Appendix 2.6, 3.9)
Detailed results from the diagnostic tools can be found in Appendix 2.5, 2.6
and 2.7.
Overall problematic areas are:
Incorrect use of
Articles
Prepositions for time and place

Also
Lack of contractions when speaking
Some sentence stress errors
Not listening to partner during interactive speaking tasks
Time constraints of the course mean that only the areas occurring most frequently
in the NA/DT can be dealt with. These priorities are stated as objectives in the
next section.
Part 3: Course Proposal
FCE speaking exam
10
3.1 Principles and constraints affecting the design of the course

Principles
As discussed in part one, a key element of the course should be keeping intrinsic
as well as extrinsic motivation high by building autonomous learning skills in the
students. Students can have increased motivation when they feel some sense of
autonomy in the learning process, and that motivation declines when students
have no voice in the lesson structure. (Kurvink 1993) This is the reason many
homework tasks in the course ask students to create their own materials, in order
to help develop autonomy, lessons 1 - 5 are examples of this.
The course objectives should reflect the main issues identified from the NA and
DT and try to address these.
The teacher needs to be understanding and perhaps on occasion to act as a
counsellor to deal with student concerns, as mentioned in part one.
Constraints
Course constraints are the timing of the lessons. Each lesson is two hours long in the
evening after students have completed a full day at school and they may be fatigued.
The length of the FCE course is quite short and there may be an element of pressure to
complete the course workload and be ready for the exam in time.
I have attempted to deal with these constraints by adopting a supportive teaching style
that allows for student autonomy to help foster increased student interest, so that
students can engage more fully with the course and use their study time outside of class
productively. (Reeve & Hyungshim 2006) An example of this is the student notebook.
This encourages students to record new structures/vocabulary as they emerge, lessons
1 to 10. The lessons also let students see the reason why we are doing activities in class
so that they can become aware of the purpose.
3.2 Course content
The course will include:
Analysis and assessment of model answers of FCE spoken tests.

Activities that will benefit the learner types as identified from the NA: e.g.
Auditory learners:
Watching videos of FCE candidates performing the exam.
Listening to audio files of FCE candidates performing the exam.
FCE speaking exam
11
Kinaesthetic learners:
Taking frequent breaks, changing activities.
Playing language
development.
games
that
encourage
movement
and
language
Linguistic intelligence:
Keeping a learner diary. This can also help develop learner autonomy.
(Adapted from Education.com and Parentree.com)
3.3 The learning outcomes and objectives.

The overall aim of the course is to prepare students sufficiently well to give them the
best opportunity of reaching a pass grade or higher in the FCE speaking exam.
The following objectives are described in detail in Appendix 1.2. - Course aims and
objectives.
Students will:
1. Focus on speaking sub-skills
The NA/DT showed issues such as sentence stress errors and lack of contractions when
speaking. Lessons 4 to 10 have some focus on recognising features of speech that can
help improve listening and speaking skills.
Lessons 1 to 10 all have some focus on improving interactive communication skills as
this was a key area identified in the NA/DT.
Language items and strategies are recycled throughout the course (see
plan Appendix 1.3).
Course
2. Focus on exam strategies

Lessons 3, 4, and 7 look specifically at the issue of performing tasks in timed conditions
as the NA/DT showed a tendency to give too short answers, speak a bit too quickly and
finish under time.
3. Focus on vocabulary
The NA/DT showed that students may feel less confident discussing topics such as work
and employment and crime and the law for this reason lesson 5 has a focus on crime
and lessons 7 and 9 have a focus on work and employment.
There will also be some topic based lessons on education and sport, students felt quite
confident in these areas so it will give an opportunity to focus on exam techniques rather
than vocabulary
4. Structural objectives
FCE speaking exam
12
The NA/DT showed some general problems with using comparative and superlative
forms for comparing and contrasting therefore lessons 3, 7, 8, 9, and 10 will work on this.
5. Self-assessment skills
This relates to course principles and the issues of motivation, developing autonomous
learning skills and reducing negative backwash.
Self-assessment begins in Lesson 1: the lesson aims to demonstrate to students how to
record their strengths and how to detect and record errors made while speaking.
Once learners are familiar with the assessment criteria introduced in lesson 1, repeated
in lessons 4 and 10 they can evaluate their and their partners speaking tasks using the
band scoring scale.
The notebook also includes extra speaking activities for each part of the exam that can
be used (Appendix 4.0) in class, these activities encourage note taking, helping to foster
autonomous learning skills.
6. Language focus areas

There will also be some revision activities for articles and prepositions of time and place
as these two grammatical resources were repeatedly identified in the NA/DT.
3.4 The syllabus type product and process

A product-oriented syllabus seems to put emphasis on the knowledge and skills learners
should gain after the course is finished. Nunan points out that a distinction is
traditionally drawn between syllabus design, which is concerned with outcomes, and
methodology, which is concerned with the process through which these outcomes are to
be brought about. (1998: 11) Breen (1984) refers to the second type of syllabus as a
process syllabus. A process-oriented syllabus seems to focus on the learning
experience rather than the end product. It appears that it could be difficult to design a
course without using both process and product, as Nunan (1998) mentions: any
curriculum that fails to give consideration to both process and product will be defective
(1988:20).
For this reason I will use both a product and process oriented syllabus aiming to take the
process into account, but also having course objectives, that is, stating what learners will
be able to do at the end.
3.5 The teaching approach.
I will be using elements of a humanistic approach as I believe it is important for students
to be motivated and engaged in the material they are learning.
FCE speaking exam
13
Humanistic approaches emphasise that learning should help students reach their full
human potential (Moskowitz 1978). The focus on skills such as speaking confidently,
problem solving, analysing information, etc., lessons 1 -10 all contribute to this.
3.6 The materials.
The course materials are adapted from the Cambridge website or from FCE preparation
books, First Certificate Expert (Mann & Gower, 2003) and FCE Gold Plus (Newbrook &
Wilson, 2008). These activities should have higher face validity, i.e. look like a valid test
and meet students expectations, (Burgess & Head, 2005) more so than if I had used
only my own materials.
Part 4: Assessment and course evaluation

Assessment
4.1 Development of self/peer assessment competencies
The course includes both formative and summative assessment. Formative assessment
is described as on-going assessment during a period of study (Hamilton, 2013).
for all assessments [] a key aim is to promote productive student learning.
(Carless 2009:80).
Students will assess spoken discourse during the course by means of worksheets
(Appendix 4.0, 4.1) contained in their notebooks, which encourage students to work
together. This may help to foster autonomous learning skills in students by the use of
social strategies, (e.g. by working collaboratively to achieve an aim as required for the
exam) and metacognitive strategies, (e.g. by using prior knowledge to plan a strategy
for approaching a learning task), Schmitt (1997).
The reason for developing autonomy is to build confidence. As students build up their
bank of resources e.g. lists of new vocabulary, (Appendix 4.3) and their notes from the
mark sheets (Appendix 4.1) they will be able to see progress as the exam approaches.
Students can be encouraged to refer back to their notes every lesson as they attempt
new tasks. This can encourage students to organise their study strategies and evaluate
their own and their peers work as suggested by Hughes (2003).
The hope is that as students become accustomed to the assessment of spoken
discourse they will begin to use such strategies naturally when speaking tasks are
practised.
When we are talking to other people, as Underhill (1987) points out, we are constantly
assessing how successful our communication is. This self-assessment is usually subAdam Chamberlain - Teaching Exam Classes Preparing young learners (13 - 18) for the
FCE speaking exam
14
conscious because in genuine communication we do not have time to monitor ourselves

consciously.
However, Thornbury (2005) argues that it is possible to self-monitor and make running
repairs, which could mean that practice in assessing spoken discourse may lead to
improved fluency and greater autonomy.
Students will also watch videos of, as well as listen to, candidates performing speaking
tasks and analyse these, so they can identify the skills that they are supposed to have at
this level. (Hedge 2000)
Learners will be assessed informally (observation, self/peer assessment) using check
lists, and formally (practice tests, mock exams) using scoring criteria. (Baxter, 1997) The
course will introduce students to the Cambridge assessment criteria which will be used
in the student mark sheet (Appendix 4.1) contained in their notebooks. Students can use
this as a check list when assessing.
They will also see and use the Cambridge assessment criteria in lesson four. These
tasks should have high content validity as they require the test-taker to perform the
behaviour that is being measured. (Brown 2003:22)
The course will contain a balance of informal and formal assessment. There will be no
official formal marks given by the students to each other during the course as one of the
constraints of assessing speaking in class with students is that marks can sometimes be
subjective. However as the exam is rated using various criteria, the student mark sheet
can give students areas to consider (McNamara, 2000) as they complete the tasks.
The formal assessment will consist of graded exam practice determined by the
Cambridge assessment criteria. This balance of assessment should suit the course as
the class size is small and creates an opportunity to give personalised feedback as well
as increasing motivation levels.
Summative assessment occurs at the end of a period of study. (Hamilton, 2013) This
will be the final FCE speaking exam and the pass or fail mark will determine the level of
success as far as student expectations are concerned. On the course there will be a
final mock exam in lesson ten.
4.2 Course evaluation
Course evaluation will be modelled on the four levels of the reaction-learning-behaviourresults model proposed by Kirkpatrick (1994):
Reaction - this measures how students react to the training. The lessons are
evaluated with a student Can do list (Appendix 4.2) and a mini feedback form
FCE speaking exam
15
(Appendix 4.4) which simply involves making a in the notebook of one thing they
enjoyed during the lesson and a for one thing they did not.
Learning - what the students have learnt. The results of the peer analysis and selfanalysis worksheets (Appendix 4.0/4.1) in the student notebooks will help clarify this,
as well as recorded vocabulary. (Appendix 4.3)
Behaviour - how far students have changed their behaviour. Teachers and students
will have a checklist to determine if students are using the new strategies as well as
writing in the student notebooks. (Appendix 4.5)
Results - I feel that the final FCE mark for the students will be the result.
4.3 Monitoring of learner progress by the teacher

As Underhill mentions, after the learner himself, the teacher is the person who has had
the most experience of the learners speaking ability in a foreign language. (1987:27)
The teacher then has a role to play in course assessment.
The course will also be assessed formatively and summatively.
4.4 Formative
There will be a teacher appraisal form, (Appendix 4.6) that students can complete, and
then discuss progress with their teacher at the midway point of the course. The activity
will have to be done as a class discussion as teachers will not have enough time to
speak to each student individually due to teaching timetables and allocated class times.
This could be a constraint, as quieter students may feel intimidated by the idea of
speaking out. However class sizes are quite small and the information written on the
form can be a guide to teachers. An appraisal form can encourage learner autonomy
and help provide a record of progress; (Baxter 1997) feedback from the forms can be
used to make changes to the course structure if required.
4.5 Summative
There will also be a lesson evaluation form (Appendix 4.7.1) and a course diary
(Appendix 4.7.2) so that teachers can give their opinion about each lesson and the
course as a whole can be evaluated after completion. I have also included a student
feedback form (Appendix 4.7.3) based on some of the topic areas identified in part one.
Such as the issue of backwash, asking if students know more about the exam than they
did at the beginning of the course, as well as if any techniques have been learnt to
improve future studies. Answers should show how negative backwash has been
reduced.
FCE speaking exam
16
These tools elicit useful feedback and allow areas to be improved for future exam
courses. (Hedge, 2000)
Part 5: Conclusion
5.1 Principles of Course Design and benefits for students
The course I have developed enabled me to think of ways to help students create their
own strategies to become autonomous learners. This is addressed by:
Activities that involve students analysing models of candidates performing the

exam on video and audio.
Analysis of their own and classmates spoken performances.
Homework tasks that involve independent thinking.
Other strategies involve use of the computer lab resources, as well as students being
responsible for the organisation of new vocabulary and structures as they appear and
making records of them in a notebook.
The activities in the course clearly relate to the FCE speaking test, as well as helping to
promote autonomous learning habits in the learners, which can assist them in any future
studies. For example, direct testing of students communicating interactively tests skills
that can be used outside the classroom, as well as practising skills for the test.
There is also a focus on speaking subskills and language areas. The focus on skills
such as speaking confidently, problem solving, analysing information should help to
reduce negative backwash as they are skills that can be used independently, and not
only for exam practice. Focusing on skills that can benefit students outside of the exam
should decrease the amount of negative backwash.
The confidence building can do check list in the notebook should help reduce some
pre-exam anxiety. In addition, observing speaking test videos can help students gauge
their own ability. Constant practice and feedback should help build self-belief, making it
easier for the teacher to reinforce the confidence building. The regular exam simulations
will also give confidence when it is time to take the exam.
5.2 Course Limitations
A limitation to the course could be the fact that it is non-intensive, meaning that the
lessons will be spread out over 180 hours. This could be a problem in so much as
students may not feel enough time is being devoted to the speaking. However, I believe
FCE speaking exam
17
that most activities in the full course will require communication with the teacher, as well
as a lot of pair work in class, and many parts of the exam naturally complement each
other. For example a number of key word transformation structures can be incorporated
into speaking activities.
Another limitation could be the timetable: there is a lot to cover in 10 lessons in order to
prepare students adequately for a speaking exam.
However, I do believe that my course will give students the language and strategies they
need to obtain a good mark in the FCE speaking test.
4,499 words
Bibliography
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Breen, M.P. (1984). Process Syllabuses for the Language Classroom. Oxford: Oxford
University Press.
Brown, H.D. (2003). Language Assessment: Principles and Classroom Practices. Longman:
New York.
Burgess, S, & Head K. (2005). How to Teach for Exams. Harlow: Pearson Longman.
Businessballs free online learning for careers, work, management, Business training and
education: find materials, articles, ideas, people and providers for teaching, career training,
self-help, ethical business education and leadership; for personal,.N.p., n.d. Web. 9 Feb. 2014.
<http://www.businessballs.com/>.
FCE speaking exam
18
Information regarding the contents and requirements of the FCE speaking from:
"Cambridge English Teaching Support. Cambridge English: First. N.p., n.d. Web. 14 Jan.
2014.
<https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/fce>.
Carless, D. (2009). Learning-oriented assessment: Principles, practice and a project. In L.
H. Meyer, S. Davidson, H. Anderson, R. Fletcher, P.M. Johnston, & M. Rees (Eds.), Tertiary
Assessment &Higher Education Student Outcomes: Policy, Practice & Research (pp.79-90).
Wellington, New Zealand.
Dudley-Evans, T, & St John M-J. (1998). Developments in English for Specific Purposes.
Frendo, E. (2005). How to teach business English. Harlow: Longman.
Gardner, H. (1983) Frames of mind: the theory of multiple intelligences. New York: Basic
Books.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford
University Press.
"Helping Auditory Learners Succeed." Education.com. N.p., n.d. Web. 6 Feb. 2014.
<http://www.education.com/magazine/article/auditory_learners/>.
Hughes, A. (1989). Testing for Language Teachers. Cambridge: Cambridge University Press.
Hughes, A. (2003). Testing for Language Teachers. 2nd edition. Cambridge: Cambridge
University Press.
Jordan, R.R. (1997). English for Academic Purposes. Cambridge: Cambridge University
Press.
Kirkpatrick, Donald L. (1994). Evaluating training programs: the four levels. San Francisco:
FCE speaking exam
19
Berrett-Koehler.
Kurvink , K. (1993) "Contracting as a motivational teaching tool." Journal of College Science
Teaching 22.5: 310.
Mann, R, & Gower R. (2003). First Certificate Expert. Reprint. Harlow, England:
Pearson Education Ltd., 2010.
May, P. (1996). Exam classes. Oxford, England: Oxford University Press.
McNamara, T. F. (2000). Language testing. Oxford, England: Oxford University Press.
Moskowitz, G. (1978). Caring and sharing in the foreign language class: a sourcebook on
humanistic techniques. Rowley, Mass: Newbury House Publishers.
Newbrook, J, & Wilson, J. (2008). FCE Gold Plus: Coursebook. Harlow: Pearson Longman.
Nunan, D. (1988). The Learner Centred Curriculum. Cambridge: Cambridge University Press.
Nunan, D. (1988). Syllabus Design. Oxford: Oxford University Press.
Prodromou, L. (1995). 'The Backwash Effect: From Testing to Teaching. Oxford: ELT
Journal, Volume 49/1, Oxford University Press.
Reeve, J, & Hyungshim J. (2006). "What Teachers Say And Do To Support Students'
Autonomy During A Learning Activity." Journal of Educational Psychology 98.1: 209-218.
Schmitt, N, & McCarthy, M. (1997). Vocabulary: description, acquisition and pedagogy.
"Teaching children through linguistic intelligence (multiple intelligence) - Activities, Toys,
Materials, Examples." N.p., n.d. Web. 8 Feb. 2014.
<http://www.parentree.in/Blogs/775-teaching-children-through-linguistic-intelligence-multipleintelligence-activities-toys-materials-examples>.
Thornbury, S. (2005). How to Teach Speaking. Reprint. Oxford: Pearson Longman.
FCE speaking exam
20
Thornbury, S. (2006). An A-Z of ELT. Oxford: Macmillan.

Underhill, N. (1987). Testing spoken language: a handbook of oral testing techniques.
Cambridge, Cambridgeshire: Cambridge University Press.
Weir, C.J. (1992). Understanding and Developing Language Tests. Reprint. New Jersey:
Longman Phoenix Prentice Hall ELT, 2003.
Webinar
"How can assessment support learning? A Learning Oriented Approach." YouTube. YouTube, 12
Sept. 2013. Web. 14 Apr. 2014. <https://www.youtube.com/watch?v=UtSeNH9PvHw>.
Appendices
Appendix 1 - Course details:
1.1 Websites/coursebooks used and adapted for lessons
Lesson one
" Cambridge English Teaching Support." Rss. N.p., n.d. Web. 1 May 2014.
<https://www.teachers.cambridgeesol.org/ts/teachingresources/resourcedetails?resId=1843>.
"ACTIVITIES." Macmillan English Campus.N.p., n.d. Web. 9 Apr. 2014. <http://www.mec-3.com/ih>.
Cambridge Certificate in Advanced English 6. (2005). Cambridge: Cambridge University Press.
Lesson two
Cambridge English Teaching Support." Rss. N.p., n.d. Web. 22 Mar. 2014.
Lesson three
FCE speaking exam
21
Lesson four
Cambridge English Teaching Support." Speaking.N.p., n.d. Web. 6 Apr. 2014.
<https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/fce/speaking?tab=marked>.
Bell, J, Gower R, & Kenny N. (2003). First Certificate Expert Teacher's Resource Book. Reprint.
Harlow: Longman, 2010.
Lesson five
Eales, F, & Oakes, S. (2011). Speakout: Upper Intermediate students' book. Harlow: Pearson.
Lessons seven and eight
Hancock, M. (1995). Pronunciation games. Cambridge: Cambridge University Press.
Lesson nine
Crace, A, & Acklam R. (2011). New Total English Upper Intermediate. London: Pearson Longman.
Lesson ten
"Cambridge English Teaching Support." Rss. N.p., n.d. Web. 1 May 2014.
1.2 Course aims and objectives

Students will:
1. Focus on speaking sub-skills
a) Become aware of features of speech that can improve listening and speaking
skills.
FCE speaking exam
22
recognise linking between vowel sounds

recognise weak forms (syllable sounds pronounced in their weak forms because they are in unstressed
position) and assimilation (one sound becoming more like a nearby sound) in connected speech
recognise how to stress relevant words in a sentence to assist communication
b) Develop speaking subskills to improve interactive communication skills.
Invite people to speak

Interrupt politely
Ask and respond to questions
Ask for and give opinions
Make and respond to suggestions
Organise the discussion - initiate - negotiate - come to an agreement - check
decision
2. Focus on exam strategies

c) Be made aware of the effect of indistinct speech - mumbling during the exam and
the benefits of speaking clearly.
d ) Practice performing speaking tasks in timed conditions.
3. Focus on vocabulary
e) Consolidate and extend knowledge of lexis associated with key items that could
appear in the exam, especially items that students felt they may struggle with.
Work and employment - jobs, e.g. architect, fire-fighter, lawyer, accountant etc.
Crime and the law
- fixed and semi fixed phrases e.g. nine-to-five working day, earn a living,
work from home, etc.
- vocabulary related to witnessing a crime e.g. DNA, ID parade, evidence, court, to
be charged with, etc.
Education and learning - school subjects (pronunciation problems identified in NA/DT) - topic -
educational systems e.g. primary/secondary schools - first class degree etc.

Sport - sport collocations e.g. do the backstroke - swimming
- Lexical sets e.g. football - referee/scored four goals/beat France etc.
4. Focus on structural objectives

f) Look at language for comparing and contrasting / using comparative/superlative
structures - e.g. The first picture is a much better example, the best example, much wider, smaller .../
talking about advantages/disadvantages e.g. not as important as talking about
alternatives - e.g. On the one hand but on the other hand, whereas
5. Self-assessment skills
FCE speaking exam
23
g) Improve ability and confidence in speaking through regular speaking practice.

h) Assess speaking and apply feedback to improve speaking.
i ) Look at strategies that may help to foster autonomous learning skills.
6. Language focus areas

There will also be some consolidation work on:
J) Use of articles
k) Use of prepositions for time and place.
This symbol represents links to previous lesson and/or recycling of language from other
lessons. E.g. IV - V = Lesson 4 Activity 5.
1.3 Course plan

Lesson one (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
i)
b)
Distribute Speaking Strategies notebooks

present objectives of notebooks.
Students (Ss) in pairs complete a questionnaire
about the Speaking paper.
Ss look at an interaction chart of the exam and
match the description to the text.
Ss look at the first set of images and first two
questions.
i )e)
i)
Teacher elicits vocab connected to pictures.

Teacher elicits task and how to complete it.
Ss are encouraged to make notes in the notebook
before they do the task.
FCE speaking exam
24
This lesson aims

to give students
an overview of
Paper 5
(speaking exam)
as well as
introducing the
schools facilities
and how to
effectively use
notebooks
during class.
Own materials
- Speaking
Strategies
notebook.
Images in
notebook
taken from
Cambridge
Certificate in
Advanced
English 6
Students
Book.
FCE
Cambridge
g)b)
Ss complete the task taking turns in pairs, working

with a partner.
Speaking
Overview
activity.
Ss repeat for second set of pictures.
g)
Macmillan
English
Campus.
Ss look at pictures and questions.

Teacher elicits vocab connected to the pictures.
Teacher elicits task and how to complete it.
i )e)
Ss complete the task in pairs/small groups.
g)b)
Ss are taken to the school computer lab. Shown

how to access resources.
i)
i )h)k)
i )h)e)
i )k)
Ss make their
own mini quiz
about the FCE
speaking exam
to bring into
the next
lesson.
Consolidation work: Prepositions for time and place

Ss complete activities in the lab on the
International House Macmillan Online Campus.
Ss complete a
multiple choice
exercise for
prepositions of
time and place.
Ss record any new vocabulary in their notebook and

self-assess/peer-assess, (using a speaking activity
from the note book). (Formative assessment Appendix 4.0)
Ss complete can do checklist in notebooks.
(Appendix 4.2)
g)i )h)
Lesson two (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
i )b)
Ss in pairs brainstorm what they know about part 1

of the speaking.
I - III
SS are given a worksheet with True/False
statements about part 1 speaking. I - III
g)b)e)
e)
Ss in pairs discuss type of topics that may appear in

part 1.
Ss are given a series of question prompts on a
handout (Appendix 5.1) that may appear in
speaking part 1.
Ss rewrite the question prompts making full
FCE speaking exam
25
This lesson aims

to give students
an overview of
part 1 of Paper
5, the topic
areas and types
of questions they
may be asked,
as well as
introducing
some strategies
that can be used
in the exam.
FCE
Cambridge
Speaking
Overview
activity Part
1.
Speaking
Strategies
notebook.
i)
e)
g)b)
g)b)
i )e)
questions to practice question forms, then decide

which questions they could be asked in the exam.
Ss are given a
list of topics
from the FCE
handbook Ss
make
questions at
home to bring
to the next
lesson.
Ss are given a list of topic areas that could be

included in the exam - Ss match areas to the
questions.
Ss form more questions from the topic areas and
practice with their partner, focusing on extending
their answers.
Ss swap partners repeating the activity.
h)
Ss complete a mini true or false test to see if they

have retained the information given.
i )h)e)
g)i )h)
self-assess/peer-assess.
I-I

I -IV
Lesson three (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
f)
i )f)
Students are given a set of phrases on strips of

paper that relate to FCE speaking part 2.(Appendix
5.2)
Ss discuss what part of the Speaking test they
relate to then organise the strips into categories.
I III
i )f)
i)
i )g)e)
Elicit the categories.

Give out handout for reference.
Ss are shown a photo on the whiteboard Ss
speculate about what may be happening in the
photo.
FCE speaking exam
26
To prepare
students for
Speaking Part 2
by:
Focusing on the
language
needed for Part
2.
Practising
integrating
useful language
into responses
within the given
time-frame.
Practising a
general structure
for the long turn.
FCE
Cambridge
Speaking
Overview
activity Part
2.
Speaking
Strategies
notebook.
i )e)
Ss find two
pictures/photos
i)
Elicit topic topics that may be covered in Part 2.
e)
Show Ss another picture that is thematically linked

to the first one.
with a similar
theme. The
next class they
can present
them with a
topic written at
the top and two
questions
written above
the
pictures/photos.
Brainstorm questions that the interlocutor may ask.
i)
g)b)f)
e)
i)
I III/V
Ss practice their Part 2 in pairs Ss are reminded

of the structure.
Ss are shown new pictures to practice with.
Ss are shown new pictures and they must write
their own questions.
i )g)d )
i )h)e)f)
Ss can record how many expressions they each

use and sit in silence if their partner is under a
minute or say Thank you when a minute is over.
Ss record any new vocabulary in their notebook
and self-assess/peer-assess.
I-I
i )h)g )
-IV
Lesson four (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
FCE speaking exam
27
i )b)
h)g )a)c)
i)
Students are given a piece of paper with a spoken

structure that can be used in Part 3. (Appendix 5.3 Lesson 4.0) Ss mingle and organise themselves
into four groups depending on the category of the
structure e.g. agreeing Thats true.
When the students are in the correct groups focus
on drilling the structures Ss can repeat with their
partner and swap papers, mingling until they have
practised all the expressions.
Elicit which part of the exam they could be used in.
To prepare
students for
Speaking Part 3
by:
Providing
students with the
language and
techniques of
interaction
required to
complete the
task
successfully.
I III
h)g )b)
i )a)c)
e)i )
g )b)e)d)
Ss work in pairs responding to a series of

statements (using the expressions) shown on the
board e.g. English food is the best in the world
Elicit what may be marked by the examiner during
this part show the assessment criteria on the
board. I
Give out handout. (Appendix 5.4 Lesson 4.1)
In groups Ss should discuss one topic or situation
using some expressions. They should try to reach a
decision within 3 minutes.
h)g)d)
After 3 minutes elicit feedback.
e)g)
Repeat with the next situation.
i )J)
Consolidation work: Articles Ss complete a story

by adding articles where necessary and then retell it
to a partner.
i )h)e)

i )h)g )a)c)d)
I-I

-IV
Focusing on the
interactive
communication
and
pronunciation
assessment
criteria (both
areas require
attention
according to the
NA and DT).
Providing
students with the
tools to selfassess and
peer-assess
their speaking
skills.
Consolidation
work on using
definite/indefinite
articles.
FCE
Cambridge
Speaking
Overview
activity Part
3.
Articles taken
from First
Certificate
Expert,
Module 2C,
Teachers
Resource
Book (Pearson
2010).
Speaking
Strategies
notebook.
i )e)b)J)
Ss think about
the other
situations not
covered in
class from the
handout, they
make notes,
including their
opinion and
reasons and
bring these to
the next class.
In new groups
they discuss
one of the
situations.
Ss complete a
multiple choice
exercise
adding articles
where
necessary.
FCE speaking exam
28
Lesson five (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
i )g )b)
e)
i )g )b)
Students in pairs brainstorm types of crime.

Students read an article related to crime and
memory.
Ss identify the topic then answer some topic related
questions.
Ss are reminded of the format of part 4 speaking.
I III
e)
b)
g )b)
g )h)b)
g )h)i )b)
Ss are given a series of questions on handout

(Appendix 5.5 Lesson 5.0) related to general
topics of interest.
Ss are presented with a list of exponents for
agreeing/disagreeing, giving an opinion, giving a
reason/explaining and giving an example.
(Appendix 5.6 Lesson 5.1)
Focusing on the
question types in
part 4 as well as
the topic areas
that may be
covered.
To encourage Ss
to listen to their
partners
response, as
identified in the
NA and DT as an
area that needs
improvement.
Article taken
from Speakout
Upper
Intermediate,
Unit 9
(Pearson
Longman
2012).
FCE
Cambridge
Speaking
Overview
activity - Part
4.
Speaking
Strategies
notebook.
Ss ask their partner the questions.

The partner must answer giving their opinion, plus a
reason, explanation and/or an example.
The Ss asking the question must respond showing
that the Ss has listened by responding and
continuing with the conversation.
g )h)i )b)
Ss can then work with other partners and disagree,

giving a reason, explanation and/or example.
i )h)b)e)

i )h)g )b)
Focusing on the
language and
interactive skills
required.
II
I -IV
FCE speaking exam
29
i )e)b)
Ss choose an
article - they
must prepare
notes of the
key points and
write two
questions
related to the
topic.
In the following
class they
summarise
their article
and ask their
questions to
their partner.
Lesson six (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
e)
e)
i )h)g )a)c)
Students in pairs identify types of schools from a

series of pictures.
Ss look at a list of school subjects and answer a
short set of questions related to the subjects.
Ss practice the pronunciation of the subjects paying

particular attention to syllable stress, e.g. Biology
Ss record words with stress marks in notebooks.
To practice
strategies for
developing
interactive
communication
skills focusing on
the topic of
education.
Adapted from
First Certificate
Expert,
Module 2B
(Pearson
2010).
Speaking
Strategies
notebook.
II
i )h)
g )b)e)
e)
Ss are shown a series of verbs and a dialogue

taken from a speaking exam with missing words
Ss complete the dialogue with the verbs in the
correct form making a note of collocations as they
do the exercise.
Ss perform a mini speaking task in pairs based on
the topic of the dialogues.
Ss are given a list of topics that may be important in
a school for children under 11.
Ss listen to two people discussing the same list.
i )h)b)
i )h)g )b)
i )h)b)
i )b)
Ss listen again this time completing expressions

used for giving opinions/agreeing/disagreeing.
Ss work in pairs redoing the task but implementing
the new vocabulary - the vocabulary is printed on
small cards and Ss should turn over a card as they
use the word.
Ss listen again this time completing different
expressions used for giving
opinions/agreeing/disagreeing.
Ss make a note of the expressions in their
notebook. I - I
Ss look at a series of statements Ss work in pairs

FCE speaking exam
30
i )e)
Ss are given a
reading exam
style task that
uses the
vocabulary
studied. Ss
complete the
task for
homework
giving them an
opportunity to
reinforce and
remember the
new
vocabulary
Reading taken from
First Certificate
Expert
resource book
- Carry on
Learning p21
i )h)g )b)
i )h)b)e)
saying if they agree or disagree with the statements

giving reason for their opinions.

i )h)g )
I-I

I -IV
Lesson seven (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
e)
i )h)a)c)e)
e)
Students go round the class naming an animal

beginning with the next letter of the alphabet.
Ss identify a series of illustrated animals paying
attention to plural forms.
Ss match animals to possible adjectives.
Ss are shown two photographs showing a shepherd
and a vet at work
i )h)g )b)e)
i )h)g )b)f)
f)
Ss decide which jobs they have - using modality record elicited structures in vocabulary book. I - I
Ss decide what the photos have in common and
what is different about them using the structures
from lesson three. III - I
To give students
practise in
recognising
linking between
vowel sounds
Adapted from
First Certificate
Expert,
Module 3B
(Pearson
2010).
Link maze activity taken
from
Pronunciation
Games (CUP
1995).
Speaking
Strategies
notebook.
Introduce some new phrases: e.g. whereas, in the

other one
i )h)g )a)c)
Ss look at phrases containing word final vowels

followed by word initial vowels and identify the
intrusive /j/, /w/ or /r/.
i )h)g )a)c)
Ss play a game that encourages them to recognise

vowel sounds as identified in the DT as an area that
could benefit their speaking skills.
f)
To practice
strategies for
comparing and
contrasting
focusing on the
topic of animals
and jobs related
to the field of
animals.
Ss listen to a student doing the Part 2 task.
FCE speaking exam
31
i )e)
Ss are given a
reading exam
style task that
uses the
vocabulary
studied. Ss
complete the
task for
i )h)b)
i )h)g )f)d)
Ss listen again and tick the expressions the student

uses for giving a personal opinion.
homework
giving them an
opportunity to
reinforce and
remember the
new
vocabulary
Ss work in pairs - one student attempts the task

while their partner times them as in lesson three.
III - XII
i )h)g )e)f)
Reading taken from

First Certificate
Expert
resource book
- Clever
Claws p31
Ss are shown two new pictures on the same topic

and the partner attempts the task.
Ss are given a check list to see if they completed
the task successfully.
i )h)f)
g )b)e)
Ss have a mini discussion in pairs similar to a part

4 speaking task. V - X
i )h)e)f)
I-I
i )h)g )a)c)
I -IV
Lesson eight (2 hours):
Detailed
objectives
Suggested procedure
General
objectives
Materials
and
homework
FCE speaking exam
32
e)
Students establish name of sport and key

vocabulary from a series of sporting photos.
i )e)
Ss match a series of expressions to the relevant

sports.
i )e)
Ss choose the correct item of vocabulary from a

text about sports.
f)
To practice
strategies for
developing
interactive
communication
skills focusing on
the topic of
sport.
Ss look at the photos again thinking of one

advantage and one disadvantage of taking up each
sport.
Ss listen to an examiner giving the task and identify
the two things needed to complete the task.
i )h)b)f)
h)g)i)
b)a)c)f)
Ss practice the pronunciation of the expressions

focusing on sentence stress e.g. Involving the other
person. What do you think about?
h)i )b)a)c)
Ss complete the task in pairs.

Weak forms and assimilation Ss look at a series
of phrases identifying the weak form e.g. JOHN can
SWIM /nknswm/
h)g)i )b)a)c)
Ss pronounce the phrases with the weak forms.
h)g)i )b)a)b)
Ss complete s puzzle where a computer has written

down exactly what it heard Ss identify the
meaning e.g. Dont lighter your mother!
i )h)e)
i )e)
Ss complete a
vocabulary
quiz about
sport - taken
from First
Certificate
Expert
resource book
- p37

i )h)g )a)c)
Dictation
computer
activity taken
from
Pronunciation
Games (CUP
1995).
Speaking
Strategies
notebook.
Ss listen to two students completing the task and

tick expressions that the Ss use from a table.
g)
To give Ss
practice in
recognising
weak forms and
assimilation in
connected
speech
Adapted from
First Certificate
Expert,
Module 4B
(Pearson
2010).
I-I
-IV
Lesson nine: Appendix 5.7
Objective
Procedure
Objectives
Materials
and
homework
FCE speaking exam
33
i )b)e)
Students in pairs brainstorm list of jobs.

Ss complete a personality quiz to see the types
of jobs they may be suited for. (Appendix 5.7.1)
b)e)f)
a)c)
Ss then decide together from a list of jobs which

would be more suitable for them. (Appendix
5.7.2)
Ss are shown a series of sentences on the
board that contain underlined phrases. Drill
phrases.
i )g)h)b)
Ss in pairs guess the meaning of the phrases

from context. (Appendix 5.7.3)
g)h)i )b)
Ss correct a series of new sentences, and then

discuss the sentences in pairs stating their
opinion. Similar in style to Part 4 of the FCE
speaking exam.(Appendix 5.7.4)
V VI/VIII/VIIII
e)f)
g)i )h)b)a)
g)e)
g)b)e)f)
i )h)b)e)
i )h)g )
Ss attempt the task implementing the new

vocabulary. The new vocabulary is printed on
small cards and Ss should turn over a card as
they use the word.
Ss listen to an FCE listening part 3 task - 5
speakers talk about their jobs Ss match a
speaker to a description. Ss discuss some
questions related to the listening.
Ss are given a speaking part 2 activity which
shows people doing difficult jobs. Ss complete
the task. (Appendix 5.7.6) III
Ss record any new vocabulary in their notebook
II

I -IV
Lesson ten (2 hours):

FCE speaking exam
34
To introduce new
vocabulary related to
work and employment
and to allow students
to use the vocabulary
in spoken situations
that are similar in
style to the FCE
speaking exam.
Adapted from
New Total
English Upper
Intermediate,
Unit 4
(Pearson
2011) and
FCE Gold
Plus, Unit 11
(Pearson
Longman
2012).
Speaking
Strategies
notebook.
i )e)
Ss are shown an FCE part 3 speaking task

about ways for a company to attract employees.
(Appendix 5.7.5) IV - VII
and self-assess/peer-assess.
To review/consolidate
students
knowledge/vocabulary
in the field of work
and employment.
Ss are given a
reading exam
style task that
uses the
vocabulary
studied. Ss
complete the
task for
homework
giving them an
opportunity to
reinforce and
remember the
new
vocabulary.
Reading taken
from New
Total English
Upper
Intermediate,
Unit 4 - p 50.
Detailed
objectives
Suggested procedure
General
objectives
Materials
And
homework
Ss are given a copy of the blank Grammar and

Vocabulary table. II
Watch the FCE Speaking Test Sample Video Part
1.
i )h)
Ss note down examples of what Camilla does well

and not so well on the assessment sheet.
i )h)
Compare the notes made with a completed

example.
f)
Ss are given a copy of the blank Discourse

Management table. III
2.
i )h)c)
Ss note down examples of what Johanna does well

i )h)c)

example.
Ss are given a copy of the blank Pronunciation
table. V
4.
i )h)a)c)
Ss note down examples of what Camilla does well

i )h)a)c)

example.
b)
b)
Ss are given a copy of the blank Interactive

Communication table. IV
3.
i )h)b)
Note down examples of what Johanna does well

i )h)b)

example.
i )h)g )b)
Ss perform a final mock exam and peer assess, not

giving marks but general feedback according to the
criteria.
FCE speaking exam
35
To practise
using the
Assessment
Scales using
Cambridge
videos and four
activities
connected to
each video.
FCE
Cambridge
Speaking
assessment
activity.
Speaking
Strategies
notebook
i )h)b)e)

i )h)g )
II

I -IV
FCE speaking exam
36
Appendix 2
2.1 Summary results of Needs Analysis
Facilities available
MA
Course syllabus topics covered in

previous course
Air conditioned classroom.

Flat table that students sit around, similar to board
room, not suitable for moving around activities.
Access to computer lab for students - possibility to
practice online exams already uploaded onto
computers.
Photocopying facilities for teachers.
CD players in classrooms.
Projector available if needed.
All students who studied at the school the previous year

used Opportunities: Upper Intermediate (Pearson
Longman 2006) as their course book.
Speaking Strategies covered in this course book include:
A short presentation
A topic presentation
Picture description
Planning an event
Avoiding problems
Taking turns in discussions
A formal telephone conversation
Topics of units :
Laughter
Style
Beauty
Science
The body
Describing places
Global issues
Social problems
Conflict
FCE speaking exam
37
Speaking task types required for

exam analysis of FCE handbook
for teachers.
The Speaking test consists of four parts.
Part 1 Interview:
A conversation between the interlocutor and each
candidate. The focus is on general interaction and
social language.
Part 2 Long turn:

In turn, the candidates are given a pair of
photographs to talk about. The focus is on
comparing, describing and expressing opinions.
Part 3 Collaborative Task:

A two-way conversation between the candidates,
a decision making task. The focus is on
exchanging ideas, suggesting, speculating,
evaluating, reaching a decision through
negotiation, etc.
Part 4 Discussion:
A discussion on topics related to the collaborative
task. The focus is on expressing and justifying
opinions, agreeing and/or disagreeing.
TSA
The Can Do table summary of the FCE handbook states

that for general ability, candidates at this B2 (CEFR) level:
CAN keep up a conversation on a fairly wide
range of topics.
CAN express own opinion, and present
arguments to a limited extent.
CAN check that all instructions are understood.
(FCE handbook p3)
Assessment: The assessor awards marks according to
four analytical criteria:
Grammar and Vocabulary
Discourse Management
Pronunciation
Interactive Communication (FCE handbook for
teachers p58)
Sample paper from handbook
Part 1 allows students to give basic personal information
about themselves. Questions included in the handbook
include:
Do you prefer to spend time on your own or with
other people?
FCE speaking exam
38
Do you like cooking?

Whats your favourite food?
Part 2 allows students to speak for one minute without

interruption. Each candidate is asked to compare two
colour photographs, and to make a further comment
about them. The photographs in the handbook show
people making music in different ways. The task for the
candidate is:
Id like you to compare the photographs, and say why
you think the music is important to the different groups of
people. (FCE handbook p56)
In Part 3, candidates are given instructions and provided

with a series of photographs or illustrations to form the
basis of a task which they carry out together.
The task for Part 3 is:
Id like you to imagine that a local caf wants to attract
more people. Here are some of the suggestions they are
considering. (Candidates are shown images) First, talk
to each other about how successful these suggestions
might be. Then decide which two would attract most
people. (FCE handbook p 57)
In Part 4, the interlocutor asks questions which
encourages the candidates to discuss further the topics
introduced in Part 3.
Questions included in the handbook:
Would you like to work in a caf?
Would you like to spend time in a caf like this?
What sort of things do people complain about in
cafes and restaurants?
FCE speaking exam
39
Analysis of topics that can appear

in the exam.
(one student was absent)
PSA
No
A little
bit
Quite
well
Very well
Topic 1
Personal
information
Feelings and
opinions
xxxxx
People and
behaviour
xxxx
xx
xxxx
xxx
xx
xx
xxxx
Food,
restaurants
and cooking
xxxx
xx
Health and the

body
xx
xxxx
Sport and
leisure
xxxx
xx
Problems
Money
Work and
employment
xx
Education and
learning
Topic 2
Free time
Shops and
shopping
xx
xxxx
Travel and
holidays
xxxxxx
Clothes and
appearance
Entertainment
and the arts
FCE speaking exam
40
I dont
know
xx
xx
xxxx
xx
xx
2.2 Indirect speaking test

PSA
Speaking part one: Part one of the speaking test lasts for three minutes. The interlocutor will ask you and
the other candidate some questions about yourselves. These may be:
The place where you live

Your family
Your work or studies
What you do in your free time
Your future plans
Each of the following answers has two mistakes in grammar or word order. Find the mistakes and correct
them. Then match each answer to one of the topics above.
1. I am having two brothers. One is older than me; he has twenty-one years old. The other is
younger hes just twelve so Im in the middle.
2. I live in Tbilisi. Its a big city, with lots of traffic. Just now I stay in a hostel but I want have my own
apartment one day.
3. I like very much playing computer games and doing sport, especially swim.
4. I have been studying English since five years, and I enjoy it very much. But I never been to
England.
5. In ten years time I hope Ill be a doctor. I want travel abroad and maybe I married.
Adapted from FCE Gold Plus page 18
Speaking part 2: In part 2 of the speaking test you speak on your own for about a minute. The interlocutor
gives you two photographs on the same topic. The task has two parts: you have to compare the photos
and give a personal reaction to them.
Comparing:
Choose the correct linking expression in each of the following sentences.
1. While/On the other hand the first photo shows a man whos about to perform in public, the woman
in the other photo is on her own
2. The man is inside but/also the woman is out in the open air.
3. In the first photo, the man looks quite nervous whereas/although in the other one the man looks
quite relaxed.
4. Thats funny because the woman is taking a risk in addition/while the man is not in danger.
5. I think the woman has practiced a lot and is an expert and as well as this/ but on the other hand
the man might be doing this for the first time.
Adapted from FCE Gold Plus page 27
FCE speaking exam
41
Speaking parts 3 and 4: In part 3 of the speaking test you and your partner discuss a situation or task
outlined by the interlocutor. You are given some pictures to base your discussion on. In part 4, you and
your partner discuss questions which extend the topic of Part 3.
Advantages and disadvantages:

Someone has suggested that a coffee machine should be installed in your classroom. Some students
discuss the suggestion.
Here are some sentences from the discussion: complete the sentences with your own ideas.
1. I think its a .. I like coffee.
Ss answers/good idea x 2/beneficial/benefit/great idea x 2
2. But one is the cost. Coffee machines are expensive, arent they?
Ss answers/problem x 4/big problem/thing
3. And think about the mess, with paper cups everywhere. That might be a
Ss answers/problem x 3/disadvantage/disaster/trouble
4. But coffee wakes you up. So being able to get a coffee when youre tired is a big ..
Ss answers/advantage x 4/opportunity/deal
5. And another is that it will make the classroom feel more sociable.
Ss answers/point/big advantage/advantage x 2/benefit x 2
6. I think the main is that it would encourage people to drink too much coffee. That
isnt good for you.
Ss answers/disadvantage x 3/goal/left blank/question.
Now complete the table using the words you wrote:
Positive
Negative
1.
1.
2.
2.
3.
3.
Adapted from FCE Gold Plus page 51 - Indirect speaking test adapted from activities in FCE Gold Plus (2008).
FCE speaking exam
42
Appendix 2.3
Summary results of questionnaires/interviews for course participants
Personal details:
7 learners:
5 females, 2 males, all young learners:
Ages of students
Tania
Keti
Mariam
Anano T
Anano M
Lexo
Zuka
Previous learning experience

TSA
FCE speaking exam
43
age 16
age 15
age 16
age 16
age 17
age 13
age 13
Two of the students have completed an FCE

preparation course in the school the previous
year.
The final results which the students obtained at
the end of the course indicated that they would
not have been ready to take the FCE exam at
that time.
The students:
Zuka scored 53% overall
Reading
14.5
Grammar
6.5
Writing
10
Speaking
12
Listening
10
Lekso scored 57% overall
Reading
10.5
Grammar
12.5
Writing
10
Speaking
13
Listening
11
(I am unaware of the marking scheme used, but
it appears that Zuka is weakest in grammar and
strongest in reading. Lekso seems to be weaker
in writing and stronger in speaking.)
Three other students had completed a general
English course (T7) at the school the previous
year.
Tania scored an A overall, final mark 90%
Reading
20
Grammar
15.5
Writing
17.5
Speaking
19
Listening
18 (all marks are out of
20)
The test results seem to indicate that Tania is
strongest in reading and weaker in grammar.
Mariam scored a C overall, final mark 67%
Reading
9
Grammar
14
Writing
15
Speaking
18
Listening
10
The test results seem to indicate that Mariam is
strongest in speaking and weaker in reading.
Keti scored a B overall, final mark 79%
Reading
20
Grammar
21
Writing
13
Speaking
15
Listening
10
The test results seem to indicate that Keti is
strongest in grammar and weaker in listening.
(I am unaware of the marking scheme used in
this test)
Analysis of learning styles and intelligences
LSA
VAK learning styles

Tania
Keti
Mariam
Anano T
Anano M
Lexo
Zuka
MI test
FCE speaking exam
44
mostly Auditory
mostly Kinaesthetic
equally
Auditory
and
Kinaesthetic
mostly Auditory
an equal mix of all styles
mostly Kinaesthetic
equally
Auditory
and
Kinaesthetic
Tania
Keti
Mariam
Anano T
Anano M
Lexo
Zuka
Spatial - Visual
Bodily
Kinaesthetic/
Linguistic
Interpersonal
Linguistic
LogicalMathematical/Musical
Bodily - Kinaesthetic
Linguistic
Future courses
5 of the students hope to study for the CAE

exam after passing FCE.
Perceived difficulties with speaking
Students felt they would feel less confident

talking about the topics:
Perception/knowledge of exam
The needs analysis questionnaire results show

that:
Summary of previous teachers comments.
FCE speaking exam
45
Work and employment

Crime and the law
All students will sit the exam at the same

time in March.
All students are reasonably familiar with
the format of the speaking exam.
Students
are
aware
that
the
qualification/certificate can enhance their
future career prospects.
None of the students have ever sat a
Cambridge exam before this one.
Students have between 1 6 hours a
day spare time outside of class to study
for the exam.
Most of the students are from Georgia.
All of them have been studying English
for 5 years or over.
Mariam:
Georgian wasnt first language
communicated well in English
extroverted
Teacher didnt think she would be ready
for FCE; too immature poor scores in
exam didnt have strong

listening/reading skills.
Her speaking was fine lack of world
experience to talk about certain topics.
Tania:
Older than Mariam, more worldly wise lived in Ukraine for some time.
Excellent accent.
Could have passed FCE speaking over a
year ago.
Hardworking student always did her
best.
Keti:
Very quiet absorbed information

internally
Got on with her work reliable
Was very quiet in speaking activities
teacher strained to hear her didnt
make eye contact introverted.
Zuka:
Teacher only taught him for a short
period of time left to join an FCE
group.
Parents want him to pass the exam
Seemed disorganised and unable to
pass the exam.
Appendix 2.4
Student interviews & survey results
Questions
About you
Whats your
name?
Where are
you from?
How long
have you
studied
English for?
Tania
Keti
Mariam
Anano T
Anano M
Lexo
Zuka
Im halfUkrainian,
halfGeorgian.
For 12
years.
Tbilisi,
Georgia.
Im from Iran.
Georgia,
Tbilisi.
Georgia.
Georgia.
Georgia.
5 years.
For 10 years.
10 years.
7 years.
Since I was
7 years old.
6 years.
FCE speaking exam
46
What are
your
hobbies
and
interests?
Playing the
guitar,
dancing,
playing
chess,
reading
books,
swimming,
watching
YouTube
videos.
Listening
to music,
watching
films.
Swimming,
dancing, watching
TV, reading books.
Art, literature,
cinematograp
hy, theatre,
music,
languages,
making
notes,
collecting
things.
Swimming,
playing
piano,
reading
fiction,
listening to
music.
How much
time do you
have each
day to study
outside of
the
classroom?
Do you find
it easy to
study where
you live?
(Why/Why
not?)
Approximat
ely 4 hours.
5 hours.
5 - 6 hours.
2 hours.
2 - 3 hours.
I find
studying
here
neither
easy nor
difficult,
because
my school
and all
private
teachers
live close to
my house.
Yes, you
just need
to study
what
youre
given,
finish
school
then
universit
y.
For me it is easy,
because I study
here since 1st class
and I got used to
it.
Yes, I do,
because you
are not
requested to
have the high
levels
compared to
other
European
countries.
14.03.14
14.03.14
I want to
have
certificat
e.
The FCE
exam.
Do you
have a date
for your
FCE exam?
Why do you
want to
study FCE?
Have you
taken any
Cambridge
exams
Yes,
12/03/2014,
14/03/2014
For future
profession
and
studying
abroad.
No, I
havent.
I have
never
taken
Cambrid
I am
interested
in 3D
designs and
programmin
g language.
I am also
interested
in extreme
sports like
skiing and
snowboardi
ng.
I usually
study
English for
an hour in a
day.
Watching
YouTube
videos
and
movies.
No. I have
too many
exams in
each term
and its
quite hard
to pass
them. Also
the tuition
fee is high.
Yes, its
easier
because I
have
access to
internet
which
makes it
easier.
Yes,
because
my school
is full of a
good
experienc
ed
teachers
and they
are taking
their job
very
responsibl
y.
March 2014.
Yes.
Yes
Yes.
Because I want to
study abroad.
No 1, to
improve my
English level.
No 2. To get
a certificate.
To study
abroad and
use it in
worldwide
organisatio
ns, also to
improve my
knowledge.
English is
an
internationa
l language
so it is
necessary
to study
English and
also Im
planning to
study
abroad.
I want to
get a
great
education
for my
future. I
want to
get
education
in foreign
countries.
No, I havent taken

any Cambridge
exam.
No, Ive not.
No.
No I
havent.
No I
havent.
FCE speaking exam
47
6 hours
before? If
yes, which
one(s) and
when?
What do
you think
are the
most useful
ways of
learning
English and
getting a
good score
in the FCE
exam? Tick
3 options.
Anything
else?
Please
specify
ge
exams
before.
Read
books in
English.
Watch
videos in
English.
Keep a
notebook of
new words.
Dont
give up,
stay
positive.
Enjoy it.
Dont give up, stay

positive.
Good
teacher.
Read books in
English.
Self-study.
Practiseevery day.
When
you
learn a
new
word
think of
all its
other
forms.
Dont
translate
into your
own
language.
Dont
translate
into your
own
language.
Dont give
up, stay
positive.
Dont give
up, stay
positive.
Watch
videos in
English.
Enjoy it.
Record
your
voice.
Dont give
up, stay
positive.
Enjoy it.
Speaking
What do
you know
about the
FCE
speaking
exam?
Its
sometimes
confusing.
Its
speaking
exam,
there are
4 parts.
It takes 20
minutes.
How many
parts are
there?
Four
1st part an
interview.
2nd
describing
pictures on
your own.
3rd
interactive
describing.
4th
questions.
In first
part you
have to
answer
the
question
s, in
second
you must
describe
two
pictures
in 1
minute.
In third
you are
given
some
photos
to talk
about
What
happens in
each part?
1. Interview
2. Describing
pictures
3. Interactive
4. Answering
questions
FCE speaking exam
48
What I know
is that it
contains 4
parts and
only 2
candidates
are
examined.
4
Not
answered.
Speaking
exam takes
20 minutes
and it is one
of the
essential
parts.
There are 5
parts in
FCE exam.
1. Reading
consists
with 3 parts
2. Use of
English
consists
with 4
parts.
3. Writing
consists
with 2
parts.
4. Listening
consists
with 4
parts.
5.
Speaking
Most of it.
There are 4
parts.
4 parts.
1. Interview
you speak
for about a
minute
about
yourself
and answer
some
questions.
2. You are
given 2
pictures
and you
have to
compare
and
contrast.
3. You cooperate with
partner to
discuss the
1.
Interview
2.
Question
and
answers
3.
Discussin
g picture
with
partner.
4.
Question
and
answers.
How do you
feel about
speaking in
English?
1. Difficult
_:
_:
_:
_:
_:
_:
_:
_:
8. Easy
How do you
practice
speaking in
English
outside the
class?
Please tick.
Anything
else?
Please
specify
1 to 8
with your
partner.
In fourth
you are
given
question
and you
must
answer.
1 to 8
consists
with 4
parts.
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
Agree with
friends to
speak in
English at
specific
times.
Go on
trips or
join a
club with
native
speakers
Speak online with

native speakers.
Speak online
with native
speakers.
Speak
online with
native
speakers.
Agree with
friends to
speak in
English at
specific
times.
Speak
online
with
native
speakers.
Go on trips or join
a club with native
speakers.
Read out loud and
record self.
Chatting with
my English
speaking
friends.
Agree with
friends to
speak in
English at
specific
times.
best
pictures
about tests
topic.
4. You are
being asked
several
questions.
How do you
feel about
your
English
vocabulary
when
speaking?
1. Poor
_:
_:
_:
_:
_:
_:
_:
_:
8. Perfect
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
How do you
remember
Read every
day to find
Use
Make up a
sentence with the
Repeating it
Read every
day to find
Visualise
Use
FCE speaking exam
49
new
vocabulary?
Please tick
Anything
else?
Please
specify
How do you
feel about
your
English
pronunciati
on?
1. Poor
_:
_:
_:
_:
_:
_:
_:
_:
8. Perfect
How do you
feel about
your
English
grammar
when
speaking?
1. Poor
_:
_:
_:
_:
_:
_:
_:
_:
8. Perfect
new words.
Look up
words dont
know.
memory
tricks.
new words.
Use memory
tricks.
over and over

again.
new words.
the word.
memory
tricks.
Visualise
the word.
Look up words
dont know.
1 to 8
Look up
words
dont
know.
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
1 to 8
Appendix 2.5 Diagnostic Test /Needs Analysis from recorded tests

Progress test (PSA) and DT recorded test.
Examples of errors noticed in both speaking practices
Grammatical resources
FCE speaking exam
50
Comparative and superlative forms for

comparing and contrasting e.g. much
more wider, more small...
Prepositions for time and place. e.g. on
Lexical Resource
this picture
Perfect structures: present perfect: I
have eaten, past perfect: I had eaten,
future perfect: I will have eaten.
Use of modal auxiliary verbs: could,
would, should, may, might, must, e.g.
you must exactly know...
Use of much: much more easier, too
much time (meaning a lot of time),
much free time to spend, much salary
from this.
Singular and plural forms: e.g. childrens
Misuse of articles: a, an, the, e.g. (the)
modern world needs computers
the - definite article
a, an indefinite article
Noun verb agreement: e.g. winter
sports requires (singular subject, single
verb) I think that cooking dinners are
not essential
Lack of contractions when speaking:
e.g. I have been studying not Ive been
studying -unnatural sounding.
Unable to recognise certain professions
e.g. - carfixing (mechanic) collocations
related to work: gain a big salary.
Use of make e.g. making food instead
of cooking food
Make collocations: e.g. make a mess
Discourse management
Part 1: - short answers

Part 2: - a bit fast big pauses under
a minute
Pronunciation
Intonation distinguishing syllables in

words e.g. extreme, successful, be
careful school subjects: mathematic,
physic
L1 confusion, e.g. Teatre, personal
meant individual
Indistinct mumbling, word sounded
like climic - unclear what speaker is
saying.
Vowel sounds use of schwa in words
like computer and of /kmpyu
FCE speaking exam
51
Interactive communication
tr/ /kmpyu t / /v / / f /
Diphthongs generally prolong sounds,
not long or short.
Sentence stress: e.g. I prefer the first
concert
Elision the omission of a sound or syllable when
speaking /assimilation a sound becomes
similar to an adjacent sound: I dont know I
dunno I want to I wanna
Listening to and showing understanding
of what partner has said
Answering the extra question after
partner has asked
Lack of back channelling devices - little
to no use of - yeah u-huh mm, etc.
Appendix 2.6
Analysis of Question forms from DT
In pairs choose two other topics, and then write four questions about these
topics to ask to another student.
Topic:
Entertainment and the arts
Towns and Buildings

Articles
Adjective order
Sports and Leisure

Articles
FCE speaking exam
52
Questions
1. What is the best way to entertain
yourself?
2. Do you prefer going to art galleries or to
cinemas?
3. Which artists masterpiece would you
like to see in the future?
4. Are you good at drawing?
1. Do you prefer living in small quite town
or in big modern city?
2. Do you prefer living in a skyscyper or in
a small house?
3. Where would you like to go? To a
seaside town or to a noisy modern city?
4. What was the most original building
youve ever seen?
1. Do you like playing sports? What do you
enjoy it? Why dont you like it?
2. Which sport do you prefer to play and to
watch?
3. Do you think doing too much sport is
healthy?
4. Do you think being obsessed with the
1.
Technology
2.
Modals
3.
4.
1.
Towns and Buildings
Verb patterns
2.
3.
4.
Technology and Machines
1.
2.
Place of adverb
3.
4.
Shopping
1.
2.
3.
4.
1.
Travelling
2.
Preposition
3.
Articles
4.
Appendix 2.7
Tape script of recorded test
DT
I: Good afternoon
FCE speaking exam
53
fitness is a good trait or not? (why/why

not)
Do you use technology to do some
housework? (Which ones?)
Do you think that there are gadgets we
dont need? (Which ones?)
Do you think that people should be
alowed to use mobile phones in public
places like cinema or bus? (why/why
not?)
Do you think that teenagers shouldnt
use computer until they need it in their
studies or there should be a certain
amount of time the should be allowed to
use it?
Would you prefer living in the
countryside or in a big city?
Is your town historical or modern?
Would you like living in a private house
or on the high floor of a skyscraper?
Which building of the world do you want
to see?
What is your dream car like?
If you could, what kind of machine would
you invent?
Could you live without gadgets for 5
days?
Which technology, do you think, has
changed peoples life completely?
How often do you go shopping?
Does a mans profesion dipend on his
clothes?
Which style of clothing do you prefer in
your daily life?
Are you a fashion victim?
Have you ever been in any foreighn
country?
How do you prefer to spend holiday,
alone or with someone else? Why?
Where do you prefer to spend your
holiday, on the beach or in the
mountains?
Describe your dream holiday?
A: Good afternoon
T: Good afternoon
I: My names Adam
A: My names Anano
T: Tania
I: Can I have your mark sheets please? Thank you. So first we'd like to know a little bit about you; Tania,
erm where do you live?
T: I live in Tbilisi in Georgia, the capital city but I was born in Ukraine, Odessa and I was er living er I had
been living there er for 3 years but now I live here with my parents.
I: Thank you and what about you Anano?
A: I live in Tbilisi but I was born in Kutaisi and I have arrived here for two years agoer and I like living here.
I: Thank you and Anano how many more years will you be at school or college?
A: I was 12 years er on time erm because I have er ended 12 years courseer school er and I'm just
studying at university.
I: Thank you and Tania, what are your favourite subjects at school?
T: My favourite subjects at school are probably technical subjects like maths and physics and also I like er
languages, Russian and English.
I: Thank you and Anano what are you studying at college or university?
A: I'm studying er in the faculty of business administration er and Im studying technical subjects like Tania
said, maths, business administration, economics or financial accounting, and like that.
I: Thank you, and Tania what are your plans for the future?
T: My plans for the future, erm well the most important exam is this exam, FCE, and I want to pass it and
then er I'll have to pass some exams at my school and er they are almost the final exams so are very
important for me and those are my plans to study well and prepare for them.
I: Thank you, in the next part of the test you're going to speak on your own for about a minute, I'm going to
give you two photographs to compare and contrast, Anano it's your turn first.
A: Okay.
I: These pictures show two sports which a lot of people enjoy watching: I'd like you to compare and
contrast these pictures saying how you feel about watching these sports, and you have about a minute to
do this.
A:Okay, er we can see two type of sport in this picture, on the left side we can see the er water sports er
the three men are sending er the boat or something like that er and in the second picture we can see
winter sports, er the girl is er skating in the mountains, er I can say that the second picture enjoys me the
most, er I like winter sports especially in the winter resorts like Bakuriani and Gudauri in Georgia er and I
FCE speaking exam
54
like them watching tooer but I can say that erwinter sports er requires more physical energy and you have
to be safe and responsible er but on the first picture in the er water sports erm you just need to be erm,
you have to know how to swim very well er and concentrated on one thing.
I: Thank you and Tania, which of these sports would you prefer to watch?
T: er I'd like to watch skiing as er (the) winter Olympic Games are coming in 2014 in Sochi er and they will
begin soon and I'm willing to watch them.
I: Thank you, Tania it's your turn now. Your pictures show people meeting their friends for an evening out
together, I'd like you to compare and contrast these pictures saying which kind of place you would prefer
to go with your friends and why, you have about a minute to do this.
T: In the first picture we can see er an outdoor concert er, it's a modern group I think and er there are a lot
of people watching them, er it's a band and er in the second picture we can see a classical concert with
violins and pianos er and it's er and it's more official, in the er first picture there most part of (the) audience
are erm people of my age so I'd like to be on the concert and enjoy my favourite bands, my favourite
bands with my friends erm the second picture I think is er more for, is cultural and it's not for spending a
good time, it's just for enjoying music and listening to classical music er and you also can't talk with your
friends er during such kind of concerts but you can do I think at first.
I: Thank you and Anano talk about which place you would prefer to go.
A: erm, I like both types of music a lot but if Im with friends or I like, I like to rest with everyday life I prefer
the first concert, er first rock concert or something like that because er young people are like me attending
this but erm I also enjoy seeing er classical music on the piano er and er if I want to stay calm or in the
evening, rest in the evening I'd prefer the second one.
I: Thank you, in the next part of the test you're going to talk about something together. These pictures
show some special evening courses for young adults which your local college is planning to offer, these
courses will be in practical subjects useful for everyday life. First talk to each other about this and decide
which of these courses you think the college should definitely offer, if only four courses can be run which
two do you think the college should cancel; and you have about three minutes for this:
T:Okay let's begin with the first picture, er this picture shows er (a) cooking course, we can see er young
people baking and preparing their dinner, I think it's very useful for everyday life as not everyone wants to
live with parents er so someday we all will need to cook on our own
A: I agree with you but I think that er cooking dinners are not essential to study school; er it's useful to
study at home er with er your parents or something like that, er but er on the second picture we can see er
children studying er computer programs, erm I think that that's very useful especially for future careers er
for going to be er the computers professionals this profession is very useful from er from my profession er
I study also computer programs at the university and er it will be very useful for my future.
T: Yes, I agree with you because er (the) modern world erm needs er computers and er people who know
how to use them are also very valuable and er then we can see ceramics er it's er about, it's like a hobby I
think and it's not er at important at all in everyday life, what do you think?
A: Yes I think so, it's like a hobby and not like a subject that will be studied at school er but on the next
picture we can see the er mechanics for fixing the cars, I'm not keen on cars but erm I think that the
profession er or subject should be useful for boys working on cars or these, some mechanic er subjects.
FCE speaking exam
55
T: Yes as every boy wants to have a car, I want to have a car too; it would be useful as well.
A: Should have to know some.
T: Yes, then erm it is er first er aid I think er it's also very important cause when you never know what
happens in our life so if some accident happens er we should know how to help ourselves
A: Yes, it usually happens at school when boy or girl erm becomes faint or something like that and you
should know for how to make first aid er and on the last picture we can see the karate or boxing courses, I
think that's useful for boys also but er if you, if you have no time to go in sports classes and you are keen
on sport that's very useful er to study school this subject.
T: For protecting ourselves.
A: (mumbling)
T: So, we have to decide which courses should be cancelled, I think er ceramics is not necessary and er
also karate
A: First?
T: er, (the) first one is not necessary?
A: Yes, I don't think that's necessary for school subjects.
T: erm I (laughter) maybe, but I think that er cooking er would be erm important for everybody and while
A: Okay I agree with you because eating is very important for our life (laughter).
T: Yes.
I: Thank you, er Anano, how do you relax after a hard day working or studying?
A: Oh, er that's (a) very pleasant time for my end of the day because I'm very tired ermof my working day
from the university, er I enjoy listening music or surfing on the internet, chatting with my friends or going to
outside er do some activities like going to the cinema or (the) theatre or something like that.
I: Thank you and Tania, what do you do to keep yourself fit and healthy?
T: erm well, I'm trying to do some workouts every day and I'm trying to walk as much as possible and er
trying to eat clean and fresh food not going to McDonalds, but I like McDonalds very much and it's difficult
not to go there.
I: Thank you that's the end of the test.
Grammatical resources
Colour code:
Articles: a, an, the: in brackets (missing article), not in brackets, used incorrectly.
Prepositions for time and place
Perfect structures
FCE speaking exam
56
Noun verb agreement: winter sports requires (singular subject, single verb) I think that cooking dinners
are not essential
Object problem: transitive/intransitive verbs: I like them watching them wants to say I like to watch them
(transitive) its not for spending a good time (intransitive)
Purpose (why?) infinitive: its to enjoy, I like to rest with everyday life listening music going to outside
Second object (pronoun): the second picture enjoys me the most me: 1st person object pronoun
Tense confusion past and present simple
Lack of contractions when speaking: e.g. I have been studying not Ive been studying -unnatural
sounding.
Pronunciation
Elision the omission of a sound or syllable when speaking /assimilation a sound becomes similar to an
adjacent sound: I dont know I dunno I want to I wanna
Schwa sound: computer /kmpyu tr/ /kmpyu t/ - of/v/ /f/
Vowel sounds: cooking / / //
Diphthongs generally prolong sounds, not long or short.
Sentence stress: e.g. I prefer the first concert
Intonation distinguishing syllables in words e.g. extreme, successful, be careful
FCE speaking exam
57

It010 001 Chamberlain Delta3 Ex 0614

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Delta Module 3

British Council, Milan

Teaching Exam Classes

Part 1: Topic area and relevant issues

1.1 Why I chose to focus on exam classes

1.2 Student motivation

1.4 Exam and General English classes

1.5 The role of the teacher

1.6 Learner autonomy

1.7 Dealing with different levels

Part 2: Needs analysis and commentary

2.1 The group

2.2 Needs analysis

2.3 Diagnostic test

Appendices in grey can be found in separate document.

Part 3: Course proposal

3.1 Principles and constraints affecting the design of the course

3.2 The course

3.3 The learning goals and objectives

3.4 The syllabus type - product and process

3.5 The teaching approach

3.6 The materials

Part 4: Assessment and course evaluation

4.2 Course evaluation

4.3 Monitoring of learner progress by the teacher

5.1 Principles of Course Design and benefits for students

5.2 Course Limitations

Appendix 1 - Course details

1.1 Websites/coursebooks used and adapted for lessons

1.2 Course aims and objectives

1.3 Course plan

Appendix 2 - Needs analysis/Diagnostic testing results

2.1 Summary results of Needs Analysis

2.2 Indirect speaking test

2.3 Summary results of questionnaires/interviews for course participants

2.4 Student interviews & survey results

2.5 Diagnostic Test /Needs Analysis from recorded tests

2.6 Analysis of Question forms from DT

2.7 Tape script of recorded test

(Appendices 3 - 5 in separate document)

- Needs Analysis/Diagnostic testing tools

- Analysis of topics that can appear in the exam - PSA

- Indirect speaking test - PSA

- Previous exam results - TSA

- Analysis of learning styles and intelligences - LSA

- Speaking activity - Best ways of improving English - LSA

- Diagnostic Test /Needs Analysis from recorded tests

- Sample of materials used for Progress test (PSA) and

- Sample analysis from progress test

- Sample of recorded test

- Assessment and course evaluation

- Speaking strategies notebook sample pages

- Student Mark Sheet from notebook

- Can do checklist from notebook

- Vocabulary worksheet - example page from notebook

- Mini feedback form example page from notebook

- Appraisal form for teacher student meeting

- Course evaluation summative evaluation

- Speaking Feedback Form

- Lesson sample materials

- Example pages from Lesson two

- FCE Cambridge Speaking Overview activity Part 1