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Speaking skills

The document outlines strategies for teaching speaking skills in an A2 Flyers Speaking test context, emphasizing sentence structure, vocabulary, and the use of prepositions. It details various speaking parts, including picture description and personal questions, while suggesting controlled and freer practice activities to enhance student engagement and understanding. Additionally, it highlights the importance of scaffolding, concept checking questions, and providing prompts to support students in developing their speaking abilities.

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Kyi Lay
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2 views

Speaking skills

The document outlines strategies for teaching speaking skills in an A2 Flyers Speaking test context, emphasizing sentence structure, vocabulary, and the use of prepositions. It details various speaking parts, including picture description and personal questions, while suggesting controlled and freer practice activities to enhance student engagement and understanding. Additionally, it highlights the importance of scaffolding, concept checking questions, and providing prompts to support students in developing their speaking abilities.

Uploaded by

Kyi Lay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Find the differences between the first and the second pictures – 1

1. The target language we need to focus is the sentence structure


2. preposition
3. vocabulary list like
4. students need to listen to the examiners which picture the examiner is focusing on
5. the first thing the examiner focuses is the number of light, colour, size, action verbs, the things,
preposition, names of the things, etc, in order.
6. The examiner starts with the conversation or sentences with like – in my picture, there is, there
are, Here, there,
7. The examiner shows the example first.
8. If the student does not state as the same as the examiner but the same target language it is
acceptable.

Lead in to elicit and brainstorm

copy and mimic the target language – give exposures (input or receptive skills first)s

Sentence frame- tr starts, students repeat the same language

Discuss in group with breakout

Controlled practice –

Freer Practice – like creating their own dialogue / substitute their own information from an audio script/
role-play/ presentation/ debate/ exaggerate more differences and also present the similarities. The
students can also draw their own picture that is different from the original picture (the teacher needs
to describe -e.g., - draw a tree/ a shanty/ etc.. in front of the sofa. Some student might draw a big tree
some might small. Next, I want you to draw dots – some might draw 3 dots/ some 4. Then let them
color their own picture. Finally, pair work- students must describe the differences their own and their
partner’s.) We can also pin two students and let others

Give feedback after practicing with teachers and peers

Audio-lingual method – the same as chain drill

When students give short response or make grammar mistakes in responding to , e.g, past tense
question wrongly, it depends on situation of the candidates to get marks. E.g., for yes or no question,
they might get marks when answer shortly.

Speaking part 2- strategies

Pre speaking activity - Order the questions format – then match with answers.

give more exposure and then teach format with more examples and explanations’

Controlled practice – WH questions/ yes or no questions /


Speaking part 3

Picture Story -This part tests describing things and events

In this part of speaking test, the candidate is to tell the story.

The title of the story and the characters’ names are given.

the examiner starts by describing the first picture and the candidate continues the story.

 It is important to talk about all pictures.


 The candidate must learn and use the sequence of words such as…after that, next, suddenly,
finally, etc….

How to Approach:

 Candidates are only expected to say a few words about each picture in the sequence, without
necessarily developing these comments into a narrative. (Must aware it is not narrative- it is just
a short point)
 Advise candidates to look at each picture in turn to get a general idea of the story before they
start to speak.
 The structures candidates will need most frequently are
o there is/are,
o the present tense of the verbs be and have (got),
o the modals can/can’t and must/mustn’t and
o the present continuous tense of some action verbs (for example: come, go, buy, put on,
carry, open, laugh).
o They may also need to use the present perfect tense or going to
o Candidates should also be able to describe simple feelings, for example: The teacher is
happy.
o Ask them wh questions!

Speaking Part 4

The examiner asks the candidate some personal questions on topics such as school, holidays, birthdays,
family and hobbies

HOW TO APPROACH THE TASK

 Make sure candidates feel confident answering questions about themselves, their families and
friends, their homes, their school and free time activities, their likes and dislikes and other topics
related to their everyday lives.
 They should be able to answer questions such as:
o What time do you get up on Saturday?
o What do you do on Saturday afternoon?
o u Simple answers of a phrase or one or two short sentences are all that is required.
o Questions will normally be in the present tense but candidates should also be prepared
to use the past and present perfect tenses and going to, and to answer questions about,
for example, what they did yesterday or are going to do at the weekend
o Information questions – students can respond
o The examiner makes sure that she is in the quiet room.
o Prepare clues if the candidate does not understand the question.

Scaffolding Scaffolding instruction by providing prompts for each section of the story
 Varying the complexity of story maps and sequencing words used. Some students may
benefit from the very simple beginning-middle-end format. More complex sequences,
such as first-next-then-last, can be used with students who are ready.

CCQ- Concept Checking Questions to be asked to elicit about the picture.

e.g., Think of what could be the title of the story.

Introduce Linking words and even provide extra worksheets for that practice!

Then, let them retell the story!

Let them create the dialogue by letting students represent each person in the pictures.

Then the teacher tell the story and use linking words at the same time. When students hear linking
words they must clap hands or raise hands

Also, teacher can draw the picture about the moral they learn from the story such as helping others

role play / presentation / write the story / create the mini dialogue in group /

28.6.23

A2 Flyers Speaking test – Jacopo | Cambridge English - YouTube

Vocabulary and Grammar -4 – The animal who has George / question format- he is quiet or noisy?
sentence structure and order of sentence!

Pronunciation – 5/4 – clear, precise, understanding, well-presented with good utterance/ ending sounds/
can express with great information (weak- listen and make effort to listen to him)

Interaction – 5- eye-contact, respond appropriately/ actively.

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