Professional Documents
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Speaking and Listening Skills Development
Speaking and Listening Skills Development
Speaking and Listening Skills Development
of Georgia
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© ETAG – Speakingand Listening Skills Development
Table of Contents
Introducing Common European Framework of Reference for Languages (15 minutes) .......................................................... 3
Common Reference Levels: Global Scale (10 minutes)......................................................................................................... 4
SPEAKING ........................................................................................................................................................................ 5
Introducing CEFR Requirements for Speaking – self-assessment grid (10 minutes) .......................................................... 6
Overall Oral Production (10 minutes) ............................................................................................................................... 6
Speaking Assessment Rubric – B2 Level.......................................................................................................................... 8
Speaking Task 1 (10 minutes): ......................................................................................................................................... 9
Speaking Task 2 (10 minutes) .......................................................................................................................................... 9
Speaking Task 3 (20 minutes) .......................................................................................................................................... 9
Speaking Task 4 (60 minutes) ........................................................................................................................................ 10
Speaking Task 5 (60 minutes) ........................................................................................................................................ 11
Speaking Task 6 (60 minutes) ........................................................................................................................................ 12
FCE Speaking Exam Format (20 minutes) .......................................................................................................................... 13
Speaking Task 7 (FCE speaking – 90 minutes) ............................................................................................................... 14
LISTENING ..................................................................................................................................................................... 20
Introducing CEFR requirements for listening (10 minutes) ............................................................................................. 21
Overall Listening Comprehension (15 minutes) .............................................................................................................. 21
Task Types (15 minutes) ................................................................................................................................................ 22
Listening Task 1 (10 minutes) ........................................................................................................................................ 22
Listening Task 2 (10 minutes) ........................................................................................................................................ 23
Listening Task 3 (10 minutes) ........................................................................................................................................ 23
Listening Task 4 (15 minutes) ........................................................................................................................................ 23
Listening Task 5 (15 minutes) ........................................................................................................................................ 23
Listening Task 6 (15 minutes) ........................................................................................................................................ 24
Listening Task 7 (15 minutes) ........................................................................................................................................ 24
Listening Task 8 (15 minutes) ........................................................................................................................................ 25
Listening Task 9 (15 minutes) ........................................................................................................................................ 25
Listening Task 10 (15 minutes) ...................................................................................................................................... 25
Listening Task 11 (10 minutes) ...................................................................................................................................... 26
Listening Task 12 (10 minutes) ...................................................................................................................................... 26
Listening Task 13 (10 minutes) ...................................................................................................................................... 26
Listening Task 14 (15 minutes) ...................................................................................................................................... 27
Listening Task 15 (15 minutes) ...................................................................................................................................... 27
Listening Task 16 (15 minutes) ...................................................................................................................................... 28
Listening Task 17 (15 minutes) ...................................................................................................................................... 29
Listening Task 18 (15 minutes) ...................................................................................................................................... 29
Listening Task 19 (15 minutes) ...................................................................................................................................... 29
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Cambridge First Certificate English Test Listening Sample................................................................................................. 30
Introducing the exam format (20 minutes) ...................................................................................................................... 30
FCE Cambridge First Certificate English Exam – Listening (40 mins.) ............................................................................... 32
Keys ..................................................................................................................................... Error! Bookmark not defined.
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According to current requirements teachers of English in Georgia have to show a language competence
which corresponds B2 level in Common European Framework of Reference for Languages (CEFR). For
detailed information visit: http://www1.naec.ge/images/doc/MASC_SERT/ucxouri-enebi-prog-ped-
2017.pdf
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Speaking
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© ETAG – Speakingand Listening Skills Development
Introducing CEFR Requirements for Speaking – self-assessment grid (10 minutes)
B1 B2 C1
Spoken I can deal with most I can interact with a I can express myself
Interaction situations likely to arise degree of fluency and fluently
whilst travelling in an spontaneity that makes andspontaneously
area where the regular interaction with
without much obvious
language is spoken. I nativespeakers quite searching for
can enter unprepared possible. I can take expressions.I can use
into conversation on anactive part in language flexibly
topics that are familiar, discussion in familiar andeffectively for
of personal interest or contexts, accounting social andprofessional
pertinentto everyday for andsustaining my purposes. I
life (e.g. family, views. canformulate ideas and
hobbies, work, travel opinions withprecision
and current events). and relate my
contribution skilfully to
those of other speakers.
Spoken I can connect phrases I can present clear, I can present clear,
Production in a simple way in detailed descriptions on detaileddescriptions of
order to describe a wide range ofsubjects complex
experiences and events, related to my field subjectsintegrating sub-
my dreams, hopes and ofinterest. I can explain themes,
ambitions. I can briefly a viewpoint ona topical developingparticular
give reasons and issue giving the points and rounding
explanations for advantages with an offwith an appropriate
opinions and plans. I appropriate conclusion. conclusion.
can narrate a story or and disadvantages of
Speaking
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Speaking Assessment Rubric – B2 Level
Ref: http://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf
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SUSTAINED MONOLOGUE: Describing experience
B2 Can give clear, detailed descriptions on a wide range of subjects related to his/her field of
interest.
Ref: CEFR, p. 59
Why do you want to talk about it? What kind of person does this activity?
What is special about it? When and where is the best place and time to do it?
Have you ever done it, and what was it like? How would you encourage other people to do it?
Or, would you like to do it, and why? What does it feel like?
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SUSTAINED MONOLOGUE: Putting a case (e.g. in a debate)
B2 Can develop an argument systematically with appropriate highlighting of significant points,
and relevant supporting detail.
Can develop a clear argument, expanding and supporting his/her points of view at some length
with subsidiary points and relevant examples. Can construct a chain of reasoned argument:
Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various
options.
Ref: CEFR, p. 59
You have been asked to conduct a street survey about people and eating. The focus of the survey is on
'eating out' - that is, going to restaurants. That could mean fast food like hamburgers that you can buy
anywhere on the street, railway stations, etc., to more expensive restaurants. The survey organiser’s
have asked you to find out information about the following things:
how often people eat out.
where they eat out (street stall, fast-food restaurant, pizzeria, gourmet restaurant, etc.)
what kind of food they like to eat when they eat out.
what they want from a restaurant (speed and efficiency, good service, etc.)
what would stop them going to a restaurant.
Sub-task c: report the survey results; develop arguments and support the views with subsidiary points
and examples (use information obtained through a survey).
Sub-task d: role play – two people (person a and person b) discuss the quality of service in Georgian
restaurants; one is using the data obtained through a survey in tasks a and b; another person is referring
to his/her own experience to support his/her argument. The arguments should be based on clear
reasoning and judgment. Once the argument is complete, person c will try to report to the rest of the
audience major arguments developed throughout the discussion.
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PUBLIC ANNOUNCEMENTS
B2 Can deliver announcements on most general topics with a degree of clarity, fluency and
spontaneity which causes no strain or inconvenience to the listener.
Ref: CEFR, p. 60
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ADDRESSING AUDIENCES
Can give a clear, systematically developed presentation, with highlighting of significant
points, and relevant supporting detail.
Can depart spontaneously from a prepared text and follow up interesting points raised by
members of the audience, often showing remarkable fluency and ease of expression.
B2
Can give a clear, prepared presentation, giving reasons in support of or against a particular
point of view and giving the advantages and disadvantages of various options.
Can take a series of follow up questions with a degree of fluency and spontaneity which poses
no strain for either him/herself or the audience.
Ref: CEFR, p. 60
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Sub-task c: Each group nominates a speaker who presents major argument of the article.
Discussion and questions follow.
FCE Speaking Exam Format (20 minutes)
Exam overview
Time allowed: 14 minutes per pair of candidates
Number of parts: 4
Marks: 20% total
You have to talk: with the examiner with the other candidate on your own
Part 1 (Interview)
Conversation with the examiner. The examiner asks questions and you may have
What's in Part 1?
to give information about your interests, studies, career, etc.
Giving information about yourself and expressing your opinion about various
What do I have to practise?
topics.
How long do I have to speak? 2 minutes
The examiner gives you two photographs and asks you to talk about them. You
have to speak for 1 minute without interruption and the interlocutor then asks the
other candidate to comment on your photographs for about 30 seconds.
What's in Part 2? The other candidate receives a different set of photographs and you have to listen
and comment when they have finished speaking. The question you have to
answer about your photographs is written at the top of the page to remind you
what you should talk about.
Talking on your own about something: comparing, describing, expressing
What do I have to practise?
opinions, speculating.
How long do I have to speak? 1 minute per candidate
Conversation with the other candidate. The examiner gives you some material
What's in Part 3?
and a task to do. You have to talk with the other candidate and make a decision.
Exchanging ideas, expressing and justifying opinions, agreeing and/or
What do I have to practise? disagreeing, suggesting, speculating, evaluating, reaching a decision through
negotiation, etc.
How long do we have to
3 minutes (a 2-minute discussion followed by a 1-minute decision-making task)
speak?
Part 4 (Discussion)
Further discussion with the other candidate, guided by questions from the
What's in Part 4?
examiner, about the topics or issues raised in the task in Part 3.
What do I have to practise? Expressing and justifying opinions, agreeing and/or disagreeing.
How long do we have to
4 minutes
speak?
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Speaking Task 7 (FCE speaking – 90 minutes)
Part 1
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Part 2
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Part 3
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Part 4
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Listening
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Introducing CEFR requirements for listening – a self assessment grid. (10 minutes)
B1 B2 C1
I can understand the main I can understand extended speech I can understand extended speech
points of clear standard speech and lectures and follow even even when it is not clearly
on familiar matters regularly complex lines of argument structured and when relationships
encountered in work, school, provided the topic is reasonably are only implied and not signalled
leisure, etc. I can understand familiar. I can understand most explicitly. I can understand
the main point of many radio TV news and current affairs television programmes and films
Listening
or TV programmes on current programmes. I can understand the without too much effort.
affairs or topics of personal or majority of films in standard
professional interest when the dialect.
delivery is relatively slow and
clear.
Ref: CEFR, p. 26-27
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Understanding Conversation between Native Speakers
Can keep up with an animated conversation between native speakers.
Can with some effort catch much of what is said around him/her, but may find it difficult to
B2
participate effectively in discussion with several native speakers who do not modify their
language in any way.
Ref: CEFR, p. 66
Task Types (15 minutes)
Sub-task a. Brainstorm the questions. Work in pairs or small groups.(Information obtained from A
Training Course in Classroom Testing compiled by Rusudan Tkemaladze and Emily Tichich, pp. 18-20)
How many task types can you list? Which of them are ‘close type’ of tests and which
are ‘open-ended’?
What kind(s) of task types do you prefer and why?
What kind(s) of task types do your students like most and why?
List of task types
1. multiple choice items
2. multiple matching
3. true/false items
4. gap filling items
Multiple choice (MC) involves choosing one correct answer from a set of options. MC can take many
forms, but their basic structure is as follows.
There is a stem:
Anna has been here ____ half an hour.
and a number (3, 4 or 5) of options – one of which is correct, the others being distracters.
I have a commitment to providing independent financial advice for people who are looking to invest money. buy
a house, talk about how to pay off difficult debts, prepare for retirement or just simply for those who want to
understand money better and make it work for them. I've been a personal financial advisor for ten years and I
listen carefully to you and your financial needs and goals.
Make an appointment today – youwon't regret it.
SUZANNE MOORE Independent Financial Advice
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www.MooreAdvice.com1-800-171-0903
Sub-task b. Discuss what kind of task this is and what type of listening does it involve (e.g. listening to
details, listening for gist, etc.?)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
a. A modern view of Watson and Raynor's experiment is that it wasn't very ethical. […]
b. An example of behaviourist research is the work of Watsonand Raynor. […]
c. Conditioning is not the only way of learning. […]
d. Behaviourism involves habit formation. […]
e. Experiments with dogs and rats have shown behaviourism at wotk. […]
f. The theory of behaviourism has had a big impact on learning. […]
g. There are different rheories of learning. […]
h. Watson and Raynor wanted to reverse their experiment. […]
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Listening Task 8 (15 minutes)
Listen to Track 3 again, and put the following in the correct place in the table. Some words can go in
more than one column.
The theory of behaviourism is (a) ………………….. : if you make someone do something and (b)
……………………….them a prize, a reward when they do it (c) ………………………. and if you do
this again and again and again, (d) ………………………they will learn to do it every time, and (e)
………………………. they have learnt to do it in this (f) ……………………… it will, in the end, no
longer be (g) ………………………….. to give them that prize. The whole (h) ……………………… of
behaviourism, in other words, (i) ………………………. on habit formation - that is getting people so (j)
………………………. to a task that they do it without (k)…………………… . There are many
examples of this (I) ………………………… of habit formation. The Russian researcher Pavlov, for
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(m)…………………………. , taught his dogs that the sound of a bell ringing (n) …………………… .
that they were going to be given food. As a (o) ......................... , every time he rang the bell the dogs
salivated - (p) ……………………………… , in the end, when there was no (q) ………………………
Then there were all the experiments with (r) …………………………. When the rats saw a light, they
(s) ………………………… to press a bar in their cages. (t) ………………….. they pressed the bar they
got some (u) ……………………….. They did it again and again and again. In the (v) they learnt to
press the bar every time they saw the (w) ………………………….
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© ETAG – Speakingand Listening Skills Development
Listening Task 14 (15 minutes)
Complete these two extracts with the words Mr. Radinski spoke (but which we don't hear on Track 4).
The first one is done for you.
INSTRUCROR Well now, Mr. Radinski, have you ever driven a car before?
RADINSKI (a)Yes, I have.
RADINSKI (b) ……………………………………………………………………………..
RADINSKI (c) ………………………………………………………………………………
RADINSKI (d) ……………………………………………………………………………..
INSTRUCROR ... and your father is buying some new wing mirrors because you drove too
close to the fence ...
INSTRUCTOR Yes, yes, Mr. Radinski ... the truck driver was very rude ...
RADINSKI (a) …………………………………………………………………………
RADINSKI (b) …………………………………………………………………………
RADINSKI (c)…………………………………………………………………………
RADINSKI (d) .. …………………………………………………………………………
RADINSKI (e) . …………………………………………………………………………
RADINSKI (f) …………………………………………………………………………
INSTRUCTOR Yes, yes, Mr. Radinski. That is the end of this lesson.
Which verbs are not in the recording? Which noun is not in the recording?
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Listening to Audio Media and Recordings
Can understand recordings in standard dialect likely to be encountered in social, professional or
academic life and identify speaker viewpoints and attitudes as well as information content.
B2
Can understand most radio documentaries and most other recorded or broadcast audio material
delivered in standard dialect and can identify the speaker’s mood, tone, etc.
Ref: CEFR, p. 68
Listen to Track 5 and write the correct letter of the restaurant in the second box. How good were your
predictions?
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Listening Task 17 (15 minutes)
Listen again to Track 5 again. Who:
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Cambridge First Certificate English Test Listening Sample
CEFR level: B2
A Cambridge English: First (FCE) qualification proves you have the language skills to live and work
independently in an English-speaking country or study on courses taught in English.
Summary
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Part 3 (Multiple matching)
Details for the exam and exam samples can be downloaded from:
http://www.cambridgeenglish.org/exams/first/exam-format/
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FCE Cambridge First Certificate English Exam – Listening
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Part 2
You will hear a woman called Angela Thomas, who works for a wildlife organisation, talking about
the spectacled bear. For questions 9 – 18, complete the sentences with a word or short phrase.
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Part 3
You will hear five short extracts in which people are talking about their visit to a city. For questions19 –
23, choose from the list (A – H) what each speaker liked most about the city they visited. Use the letters
only once. There are three extra letters which you do not need to use.
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Part 4
You will hear part of a radio interview with a woman called Rachel Reed, who works in a commercial
art gallery, a shop which sells works of art. For questions 24 – 30, choose the best answer (A, B or C).
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List of References
Harmer, J. &Lethaby, C. (2011). Just: Listening and Speaking. London: Marshall Cavendish Ltd.
Council of Europe. (n.d.). Common European Framework of References for Languages: Learning,
Teaching, Assessment. Language Policy Unit, Strasburg. Can be obtained from: www.coe.int/lang-
CEFR
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