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Practising Pet Speaking Part 4
Practising Pet Speaking Part 4
Practising Pet Speaking Part 4
Contents
A. TEACHERS NOTES ...........................................................................................................2 A1. A2. Lesson Plan ...............................................................................................................2 Answer Keys ..............................................................................................................5
A3. Classroom Handout 1 ................................................................................................6 A4. Classroom Handout 2 ................................................................................................7 A5. Classroom Handout 3 ................................................................................................8 A6 B1. Suggested homework/self-study activities .................................................................9 GUIDANCE FOR FOLLOW-UP ACTIVITIES ..............................................................10
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To practise talking together for three minutes, as in Preliminary Speaking Part 4. To help learners with techniques such as eliciting, turn taking and referring back to information.
Note: This can be used as a stand-alone lesson, but the pictures used and the activities follow on from the activity Practising Preliminary Speaking Part 3, so it would be advisable to use the Part 3 lesson plan first if you are planning to use both activities.
A1.
Lesson Plan
1. Get learners to stand up and form a circle. You may need to move the desks back so there is enough space for this. Ask the question: What do you like doing in your free time?
and throw the tennis ball to one of the learners. If the learners doesnt answer, explain that they need to answer your question. When they have answered, explain that they need to say: How about you, X? or What about you, X?
before throwing the tennis ball to another learner in the class. Learners should use their classmates first names instead of X. Continue this for a few more turns. When the ball is returned to you, make reference to something that the previous learner has said. For example: Alex: I like playing basketball and I play it to relax. How about you, teacher? Teacher: I dont play basketball like you Tom, but I like relaxing. I usually read a book in my free time. I like detective stories. Point out to learners that here you are referring to something the previous learner has said. Explain that they should now try to refer to something the last person says.
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Show A3 Classroom Handout 1 on an OHP or IWB. Read out the start of the instructions below the picture. Ask learners to suggest ways of completing the instructions. (Answer: what you did at the weekend when you were younger and what you do now.) Write the whole question on the board. Timing: 6 minutes 4. Hide the picture on Classroom Handout 1. Give learners three minutes to discuss the question in their pairs, keeping the game of tennis concept in mind. While learners are doing this exercise, monitor and note down any good examples of eliciting and referring to what a partner has said. In addition, note down any points where learners become stuck and lose time because they are unable to think of anything to say. Give some general feedback on the performances you have heard. Give an example of something that you heard that was good and something that was not so good. Discuss with learners what they find difficult about it. Timing: 10 minutes 5. Reorganise the class so that learners have a new partner to work with. Give out A4 Classroom Handout 2 and A5 Classroom Handout 3 to alternate pairs. Ask learners to look at the picture and read and complete the instructions below it. Feed back ideas from the learners. (Answers: See A2 Answer Key.) Timing: 6 minutes
UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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A2 Lesson Plan Step 5 Examples of good completed instructions for pictures A and B: Picture A Examiner: Your photograph showed a young person doing things at home. Now Id like you to talk together about what you did to help around the house when you were younger and what you do now. Picture B Examiner: Your photograph showed some young people travelling. Now Id like you to talk together about your favourite ways of travelling long and short distances in your country.
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Examiner: Your photograph showed people doing things at the weekend. Now Id like you to talk together about .
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Picture A
Examiner: Your photograph showed a young person doing things at home. Now Id like you to talk together about
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Picture B
Examiner: Your photograph showed some young people travelling. Now Id like you to talk together about
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2. This lesson looks at a few topic areas that candidates may encounter in the Preliminary Speaking exam. Other Preliminary topic areas that lend themselves to this part of the exam are: Hobbies and leisure Work and jobs Food and drink Families The natural world Education Shopping
For a full list of Preliminary topics, look in the Preliminary handbook, available on the Teacher Support website https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/pet 3. The pictures used in this activity are taken from the internet. Other useful sources include magazines and newspapers. Look for pictures which: show people doing everyday activities (not just smiling at the camera!) show a familiar situation which learners can relate to are not of famous people are culturally familiar to your learners have a range of objects or things learners can describe in the background/foreground.
4. The focus of this lesson was on developing good interaction skills. You can also practise these by:
UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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UCLES 2012. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further information see our Terms of Use at https://www.teachers.cambridgeesol.org/ts/terms
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