Skills for Life Entry 3: Speaking and Listening – all parts

Description

This activity covers all parts of the Entry 3 Speaking and Listening test, and may be done over more than one
lesson. Students are introduced to the instructions, helped to structure a talk, answer questions about sample
listening scripts, practise some functional language and have a short discussion.

Teacher’s notes

Aims of the • to familiarise students with the different phases of the Entry 3
lesson Speaking and Listening test
• to familiarise students with the instructions used in the test
• to help students to identify coherence between questions and
answers, and to identify irrelevance
• to familiarise students with some functional aspects of
conversation
• to familiarise students with the nature of the listening scripts
and questions on them

Time needed Around 60–75 minutes (teachers may want to split the activity over
two or more lessons, e.g. steps 1–9; steps 10–20)

Materials required • Student’s Worksheet 1 – one copy per student

• Student’s Worksheet 2 – one copy per student
• Student’s Worksheet 3 – one copy per student
• Audio recording downloaded from:
http://www.cambridgeenglish.org/exams-and-
qualifications/skills-for-life/how-to-prepare/
(Speaking and Listening Entry 3 exam, Sample Test A)

Procedure

1. Ask students what they already know about the Speaking and Listening test. Acknowledge whatever
they say, without commenting on whether it is accurate or not.

2. Explain that they are going to check the accuracy of what has been said by looking at the test in more
detail. Give out Student’s Worksheet 1. Allow a minute or two for them to read through the summary
of the test.

3. Explain that in Exercise 1 you are going to read out some instructions that the examiner will give
them in the test. They should listen and decide which part of the test each instruction comes from,
writing the appropriate letter next to the description of each phase. Ask them to work in pairs.

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 4. Read aloud the following:

A: In this part of the test, you are going to listen to two recordings and answer some questions. You
can make notes if you want to. You hear some people talking about things they own. What do they
use the things for? Playing games, playing music, or taking photographs? Listen to the recordings.
B: In this part of the test, you are each going to talk for about one-and-a-half minutes. While you are
talking your partner will listen to you. Your partner will then ask you three questions about what you
have said. Sara, you are going to tell Abdul about a famous person who you admire, and why. Abdul,
you are going to tell Sara about your future hopes and plans. You both have one minute to think
about what you want to say. You can make notes if you want to.
C: Now you’re going to talk to each other about the technology you use: things like music players and
cameras, and when you use them.
D: Now you are going to ask each other some questions. I want you to find out from each other about
your previous studies or learning. This can be learning in school or college, or by yourself. You have
three minutes to talk to each other.
E: Now you’re going to plan something together. I’d like you to imagine that your 80-year-old
neighbour has just won some money in a competition. He has asked you to use the money to buy
something interesting that will improve his life. Talk together about what to buy for him

5. Check the answers together (see below). As you do so, read out the instructions for each part again,
and then ask these additional questions, so that the students can focus on the details of each
instruction. You may find it useful if they refer to Student’s Worksheet 1 again while you are doing
this.

Phase 1a (answer D)
Who asks the questions in this part? (both candidates)
What’s the topic in this example? (previous studies or learning)
Should you talk about what you’re studying now? (no). Why not? (because of ‘previous’)
Is the topic always the same? (no)

Phase 1b (answer B)
Who are Sara and Abdul? (two candidates; the examiner uses the candidates’ own names)
Do you have a choice of topic to talk about? (no)
Do you need to listen to the other candidate’s talk? (yes) Why? (you must think of three questions to ask
them when they’ve finished speaking)
Can you make notes before you talk, and about the other candidate’s talk? (yes)

Phase 2a (answer A)
Does the examiner ask you a question before you hear the recordings? (yes)
Should you answer the question before you hear the recordings? (no – you could only guess what the
speakers are going to say)
Explain that they will hear the recordings twice.

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Phase 2b, first part (answer E)
Do you and your partner have to come to a decision about something? (yes, if it is possible, you should try to
agree on a plan within the time allowed in the test)

Phase 2b second part (answer C)

If you don’t use any technology, what can you talk about? (you could talk about technology you would like to
use, or technology that your friends or family use)

6. Give out Student’s Worksheet 2 and refer students to Exercise 1. They are going to look at some
questions and answers related to Phase 1a. Ask them, in pairs, to match each question with a
suitable answer, and to decide which question isn’t relevant to the topic.

7. Check the answers (1. F; 2. C; 3. E; 4. A; 5. D; 6. B. Question/answer B is not relevant because it is

not about the students’ previous experience of learning).

8. Remind students that in Phase 1b, they are asked to give a short talk. Refer them to Exercise 2,
where there are a few simple phrases for structuring their talk. (These sentences relate to the sample
topic ‘your first weeks in the UK and what you find easy about living here’, but can easily be adapted
to other topics to give students further practice). Students should put the sentences into the best
order, numbering them 1–5. The first one has been done for them.

9. Check the answers (1. B; 2. E; 3. C; 4. D; 5. A).

This concludes the preparation for Phases 1a and 1b. If you divide this lesson into two, this is a natural place
to break.

10. Explain that you are now going to look at the listening part of the test (Phase 2a).
Review this part quickly by asking:
How many recordings will you hear? (2)
How many questions do you each need to answer? (2)
How many times do you hear each recording? (twice)

11. Give out Student’s Worksheet 3 and explain that you will play the recording once, and they should
choose their answer to the question ‘You hear some people talking about things they own. What do
they use the things for? Playing games, playing music, or taking photographs?

12. Play the first recording, which is the audio from ESOL Skills for Life Speaking and Listening Entry 3
Sample Test A at www.cambridgeenglish.org/exams/skills-for-life/how-to-prepare

13. Check the answer for the first recording, (Playing music). You can also play the second recording
and check the answer (Taking photographs).

14. Now ask students to read the longer questions for Exercise 2 on Student’s Worksheet 3, then listen
to both recordings again and check the answers:

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 In the first recording, who bought the music player for the man? His wife
And when does he listen to his music? On long journeys

In the second recording, where did the woman buy her camera? On the internet
And how much did it cost? £18.99

15. Point out that in the test, the two candidates always hear two recordings and need to answer
questions like these about each recording. They will hear the recordings twice only.

16. Explain that you are now going to look at the first part of Phase 2b, the planning task. Remind
students that the topic is linked to the listening phase, so in this case they are going to think about
electronic equipment which people can buy. Ask students to talk briefly in pairs about what electronic
equipment they have, and which things people of different ages might like to buy.

17. Ask students to look at the first part of Phase 2b on Student’s Worksheet 3. Ask them to read
through the instructions and discuss in pairs what they have to do. Make sure that they understand
that the planning activity has two tasks – in this case they first have to decide what to buy their
neighbour, and then they have to discuss three further questions where to get it, questions they need
to ask about it and how they’ll help him to use it).

18. Now ask the students to look at Exercise 3 on Student’s Worksheet 3 which practises some of the
functional language they need to carry out the final discussion. In pairs, ask them to match the
functions to the language exponents, then check the answers in the group:

1. Agree: I think so too.

2. Disagree: I’m not sure I agree.
3. Ask a question: Do you like listening to an MP3 player?
4. Give your opinion: I like it because it is so easy to use.
5. Ask for clarification: What exactly do you mean?
6. Encourage the speaker: Go on.

19. Write the following on the board: Talk to each other about the technology you use: things like
music players and cameras, and when you use them. In pairs, ask students to have a
conversation about this topic from the test. Remind them they should ask each other questions,
answer, and comment on each other’s answers. They can also use prompt questions given on
Student’s Worksheet 3, although this is not necessary. Give them three minutes for this. Go round
and monitor them, and note any particularly effective questions or pieces of interaction, to praise
afterwards.

20. Ask if they feel more confident about the test, and which parts they would like more practice in.

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Skills for Life Entry 3: Speaking and Listening – all parts

Student’s Worksheet 1
Exercise 1
Here are the parts of the Speaking and Listening test (1–5). Listen to your teacher reading
examples of the instructions that the examiner gives for each part. Match the instructions to one
part of the test (A–E).

The parts of the test

Phase 1a: you are given a topic and have to ask the other candidate a few questions.

Phase 1b: each candidate is asked to talk about a familiar topic.

Phase 2a: you listen to one or two short recordings and answer questions about them.

Phase 2b, first part: you and the other candidate speak together and make a plan in response to
a task which you are given. The topic is related to the listening task.

Phase 2b, second part: you and the other candidate have a longer conversation on another topic
related to the listening task.

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Skills for Life Entry 3: Speaking and Listening – all parts

Student’s Worksheet 2

Exercise 1

Here are some questions and answers from Phase 1a when the topic is your previous studies or learning.
One question isn’t relevant. Match each question, 1–6, with the best answer, A–F, and decide which question
isn’t relevant to the topic.

Questions
1 What was your favourite subject when you were at school?
2 Apart from the subjects, what did you like most about being at school?
3 What was the worst thing about being at school?
4 Who was your best friend when you were a child?
5 When did you start studying a foreign language?
6 What do you think is the best age to start learning a foreign language?

Answers
A My best friend was called Loc. He lived next door to me and we played together nearly every day.
B I think the younger the better. It seems to be easy for children of two or three to pick up another language.
C Because I haven’t got any brothers or sisters, it was great to have the chance to see lots of other children
and make friends.
D We started singing songs and playing games in English when I was eight, so we learned by having fun. I
didn’t start studying it until I was eleven or twelve.
E I walked to school, and we had a lot of snow in the winter. So it was sometimes very difficult to get there,
and I remember falling over on the ice!
F I enjoyed chemistry most of all, because I loved working in the lab.

Which question isn’t relevant to the topic?

Exercise 2

Here is an example of a topic from Phase 1b: ‘your first weeks in the UK and what you find easy about living
here.’

Put these sentences in the right order, numbering them 1–5. The first one has been done for you.
A. …… I hope you understand now why I enjoy living here.
B. ..1.. First I’ll tell you why my first few weeks in the UK were so exciting.
C. …… My first impression when I arrived was …
D. …… The easiest thing about living here is ... because …
E. …… Then I’ll explain what I find easy about living here.

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Skills for Life Entry 3: Speaking and Listening – all parts

Student’s Worksheet 3

Phase 2a

Exercise 1
You hear some people talking about things they own. What do they use the things for? Playing games,
playing music, or taking photographs?

Exercise 2
In the first recording, who bought the music player for the man? And when does he listen to his music?
In the second recording, where did the woman buy her camera? And how much did it cost?

Phase 2b

First part: planning task

Imagine that your 80-year-old neighbour has just won some money in a competition. He has asked you to
use the money to buy something interesting that will improve his life.

First talk together about what to buy for him and choose the one you think would be best. Look at
these choices:
a mobile phone/tablet
a music system
satellite TV

Then plan and decide what to do about these things:

where to get it
questions you need to ask about it
how you’ll help him to use it

Second part: discussion task

Exercise 3

Draw a line between each language function (1–6) and the right example.

1 Agree Do you like listening to an MP3 player?

2 Disagree I like it because it is so easy to use.
3 Ask a question Go on.
4 Give your opinion What exactly do you mean?
5 Ask for clarification I think so too.
6 Encourage the speaker I’m not sure I agree.

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Prompt questions for final discussion (second part of Phase 2b)

What have you found easy/difficult about learning to use modern technology?
What technology is good/bad for children to use? (Why do you think that?)
What technology could you not live without? (Why not?)
How often do you use a computer? (What do you use it for?)
Is there anything you’d like to buy or use in the future? (Why?)

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