IELTSSpeakingPart1Activityteachersnotes

Description AnactivitytointroduceSpeakingPart1,focusingonwhatthispartoftheexaminvolvesand thetopicscoveredandtogivestudentspracticeintalkingaboutthesetopicsusingrelated vocabulary. Timerequired: Additional materials required: Aims: 60minutes alargepieceofpaper,atleastA4sizeforeachstudent pens tointroducePart1speakingandtoexplainitspurpose. topractiseansweringthetypesofquestionthatmaybeaskedinthis partoftheexam. todevelopstudentsvocabularies

Procedure 1. ExplainorelicitwhathappensinPart1Speakingandwhatthepurposeofthismight be. Based on this, elicit from the class what topics might be asked about, e.g. accommodation,friends,hobbies,food,workorstudies.Writethese,spacedout, ontheboard. 2. Ask students to copy the topics in the form of a mind map onto a large piece of paper.Asaclass,decideonsometypicalusefulvocabularyforeachtopicincluding nouns, verbsand adjectives, e.g.accommodation flat, neighbourhood, live, close to. 3. Dividethestudentsintogroups,withonegrouppertopic(ordivideintosubgroups with the same topic if you have a large class). Ask them to continue adding vocabularytotheirtopic. 4. After5minutes,circulatethemindmapsaroundtheclasssoeachgrouphasanew topic.Askstudentstoreadthevocabularyandaddanymoretheycanthinkof. 5. Repeatstep4asmanytimesassuitableforyourclasssize/time. 6. Write the following question on the board: Can you tell me about the kind of accommodation you live in?. Elicit more possible questions about accommodation andwritethemontheboard.(e.g.Howlonghaveyoulivedthere?Whatdoyoulike aboutlivingthere?) 7. Put the students into pairs and ask them to write down possible questions on the differenttopics. Ifpossible,thesepairs should beformed of studentsfrom different groupssotheyareworkingwithsomeonenew.Goroundandcheckthequestions.
UCLES2009.Thismaterialmaybephotocopied(withoutalteration)anddistributedforclassroomuseprovidednochargeismade.Forfurther informationseeourTermsofUseathttp://www.teachers.cambridgeESOL.org/ts/legalinfo

IELTSSpeakingPart1Activityteachersnotes

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8. Studentsaskandanswerquestionsinpairs,onetakingtheroleofexaminerandone takingtheroleofcandidate.Askstudentstodecidewhotheexaminerisandwhothe candidate is for the first round. Explain that the candidate should try to give a full interesting answer consisting of 2 or 3 sentences to the questions on one of the topics.Theexaminerwillchoosethetopic.Encouragestudentstousesome(notall!) of the vocabulary just covered. Monitor and make a note of good examples of language,andlanguagewhichcouldbeimprovedon. 9. Each student exchanges roles. Thenew examiner asks questions about adifferent topic.Monitorandmakeanoteofgoodexamplesoflanguageandlanguagewhich couldbeimproved. 10. Holdawholeclassfeedbacksessionabouttheexamplesoflanguageyouheard. 11. Ask students to change partners. Repeat the question and answer activity with students choosing a different topic. This time encourage the students to give feedbackontheirpartnersperformancewithintheirpair. 12. Repeatiftimeallows. 13. Askstudentstoreflectonhowdifficulttheyfeltitwastodothisactivity.Encourage themtofeelcomfortableandcompetentwithinthesetopicareasandreemphasise thatoneofthepurposesofPart1istosettlethecandidateintotheexam.Pointout that the topics should be fairly familiar. Ask follow up questions see below in suggestedfollowupquestions. 14. Stickthemindmapsonthewallandaddtothemovertime.

Additionalinformation Theexaminerintroduceshim/herselfandchecksthecandidatesidentity.Thens/heasksthe candidateaboutfamiliartopicssuchasfriends,hobbiesandfood.Thepurposeistostartthe test,totrytoputthecandidateateaseandtofindoutsomegeneralbackgroundinformation aboutthecandidate.

Suggestedfollowupactivities/questions(andanswers) 1. HowdoyoufeeltalkingaboutthetopicsinPart1?Howeasyordifficultisit?(usually studentswillrealisethatthispartofthetestisrelativelyfamiliarandthatitisauseful waytogetovertheirnerves) 2. Howcouldyouimproveyourperformanceinthispart?(e.g.practiseaskingand answeringquestionsonthesetopicswithapartnerinclass,practisesimilar questionswithotherstudents/speakersofEnglishoutsideclassandwheneverthey meetsomeonenew)

UCLES2009.Thismaterialmaybephotocopied(withoutalteration)anddistributedforclassroomuseprovidednochargeismade.Forfurther informationseeourTermsofUseathttp://www.teachers.cambridgeESOL.org/ts/legalinfo

IELTSSpeakingPart1Activityteachersnotes

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