other test takers in order to get to know them a little better.

They should use the

prompts in the top row of the table on the worksheet to ask appropriate questions,
and then note the
responses of other test takers in the columns of the table.
• Elicit from test takers appropriate questions that could be asked to obtain the
answers needed to
complete the table (e.g. What’s your name? Do you have a nickname? Where do you
live? What are
your favorite pastimes? What are your future plans?). Ensure that test takers
understand the different
responses that are needed to answer ‘wh’ open ended-questions and ‘yes/no’ closed
questions.
• Ask test takers to interview four other test takers. If someone gives an answer
that includes a word
they do not understand, they should ask for the word to be repeated, explained or
spelled out. Test
takers should speak loudly and clearly so that their interviewer can fully hear and
understand what
they are saying.
• After test takers have completed their interviews, elicit any problems they had
when asking, answering
and reporting information. This may help test takers to see how pronunciation
skills such as delivering
words in meaningful groups, articulating word endings or stressing key words are
vital for being
understood.
• Tell test takers that they will practice some specificother test takers in order
to get to know them a little better. They should use the
prompts in the top row of the table on the worksheet to ask appropriate questions,
and then note the
responses of other test takers in the columns of the table.
• Elicit from test takers appropriate questions that could be asked to obtain the
answers needed to
complete the table (e.g. What’s your name? Do you have a nickname? Where do you
live? What are
your favorite pastimes? What are your future plans?). Ensure that test takers
understand the different
responses that are needed to answer ‘wh’ open ended-questions and ‘yes/no’ closed
questions.
• Ask test takers to interview four other test takers. If someone gives an answer
that includes a word
they do not understand, they should ask for the word to be repeated, explained or
spelled out. Test
takers should speak loudly and clearly so that their interviewer can fully hear and
understand what
they are saying.
• After test takers have completed their interviews, elicit any problems they had
when asking, answering
and reporting information. This may help test takers to see how pronunciation
skills such as delivering
words in meaningful groups, articulating word endings or stressing key words are
vital for being
understood.
• Tell test takers that they will practice some specificother test takers in order
to get to know them a little better. They should use the
prompts in the top row of the table on the worksheet to ask appropriate questions,
and then note the
responses of other test takers in the columns of the table.
• Elicit from test takers appropriate questions that could be asked to obtain the
answers needed to
complete the table (e.g. What’s your name? Do you have a nickname? Where do you
live? What are
your favorite pastimes? What are your future plans?). Ensure that test takers
understand the different
responses that are needed to answer ‘wh’ open ended-questions and ‘yes/no’ closed
questions.
• Ask test takers to interview four other test takers. If someone gives an answer
that includes a word
they do not understand, they should ask for the word to be repeated, explained or
spelled out. Test
takers should speak loudly and clearly so that their interviewer can fully hear and
understand what
they are saying.
• After test takers have completed their interviews, elicit any problems they had
when asking, answering
and reporting information. This may help test takers to see how pronunciation
skills such as delivering
words in meaningful groups, articulating word endings or stressing key words are
vital for being
understood.
• Tell test takers that they will practice some specificother test takers in order
to get to know them a little better. They should use the
prompts in the top row of the table on the worksheet to ask appropriate questions,
and then note the
responses of other test takers in the columns of the table.
• Elicit from test takers appropriate questions that could be asked to obtain the
answers needed to
complete the table (e.g. What’s your name? Do you have a nickname? Where do you
live? What are
your favorite pastimes? What are your future plans?). Ensure that test takers
understand the different
responses that are needed to answer ‘wh’ open ended-questions and ‘yes/no’ closed
questions.
• Ask test takers to interview four other test takers. If someone gives an answer
that includes a word
they do not understand, they should ask for the word to be repeated, explained or
spelled out. Test
takers should speak loudly and clearly so that their interviewer can fully hear and
understand what
they are saying.
• After test takers have completed their interviews, elicit any problems they had
when asking, answering
and reporting information. This may help test takers to see how pronunciation
skills such as delivering
words in meaningful groups, articulating word endings or stressing key words are
vital for being
understood.
• Tell test takers that they will practice some specific