Cambridge English: Advanced (CAE) Speaking Part 3 Teacher s notes Aims of the lesson to introduce students to what is required of them in Part 3 of the Speaking test Time needed 30 minutes Materials required Student s worksheet Procedure 1. Give out copies of the student s worksheet. Ask students to look at the two different tasks and to discuss the questions 1 4. 2. When students have had enough time, go through the answers (see key). Use the information in Additional information below to make sure that they know what is expected of them in Part 3. 3. Once the students feel they have understood the task, divide them into pairs and ask them to do one of the two tasks they have looked at. Set a time limit of about five minutes. (In the exam they will have about three minutes for pairs and five minutes for groups of three). Monitor the students as they work. 4. Get feedback from the class on what they found difficult/easy, how they felt while doing the task, what some of the problems might be, and any other comments they would like to make. Additional information In Part 3, candidates are given spoken instructions and provided with written prompts to form the basis for two tasks which they carry out together. They are expected to discuss some or all of the prompts in relation to a question, expressing and justifying opinions, evaluating and speculating. They are then asked another question which will engage them in negotiating towards a decision related to the written prompts that they have previously discussed.
The instructions for the first task will begin with the words: Here are some... and a question for you to discuss. The sheet with the written prompts and a central question will then be placed in front of the candidates. The candidates are given 15 seconds to read the question and the prompts, which is made clear to the candidates through the instruction: First, you have some time to look at the task. The task gives candidates the opportunity to show their range of language and their ability to invite the opinions and ideas of their partner. Candidates are expected to share the interaction in this way and initiate and respond appropriately. After the candidates have discussed the question in relation to the prompts, they will be given another task in which they are asked to make a decision. The instruction for this will be: Now you have about a minute to decide.... The decision will be related to the prompts they have just been discussing. While doing this, they are assessed on their ability to use the language of negotiation and collaboration. However, they are not penalised if they fail to reach a negotiated decision. There is no right or wrong answer to the task. Part 3 Preparation See the Cambridge English: Advanced (CAE) Speaking Advice for Teachers section on the Teaching English website. This contains useful general suggestions for preparing your students.
Cambridge English: Advanced Speaking Part 3 collaborative task answer keys Question 1 a. There is two minutes for the first part (three minutes for a group of three), then there is one minute to discuss the concluding question (two minutes for groups of three). b. Yes, all, or at least most, of the prompts should be discussed. This is what will allow you to keep talking for the correct amount of time. c. No. It s better to keep talking, if possible, until you are interrupted by the examiner. d. The examiner s second question to the candidates is the question that prompts the reaching of a conclusion, so it won t, therefore, be until the end of the discussion. Question 2 Point out the similarities between the two tasks. They both have the same format. Scene/context Here are some Discussion task Talk to each other about Decision decide (in) which Elicit the differences: Task 1 topic: communicating in different ways. Candidates have to talk about the advantages and disadvantages of communicating in different ways. Task 2 topic: what people need to consider when making decisions. Question 3 Candidates have to talk together for two minutes; the focus is on sustaining interaction; exchanging ideas, expressing and justifying opinions, agreeing/disagreeing, suggesting, speculating, evaluating. They should talk about as many of the prompts as possible. They are then asked a further question that helps them to reach a conclusion. They have a minute for this. Question 4 Topics can be factual or conceptual. In the prompt material there is always a question and five text prompts for candidates to discuss.
Cambridge English: Advanced Speaking Part 3 collaborative task student s worksheet Task 1 1 Look at the instructions for the two Part 3 Speaking tasks below. a. How long do you have for this discussion? b. Do you think you should discuss all of the prompts? c. Should you stop talking if you think you ve said everything you need to say? d. Do you have to reach a conclusion and, if so, when? 2 Compare Task 1 and Task 2 below; what s the same, what s different? 3 What do candidates have to do? 4 Are the topics factual or conceptual? Now I d like you to talk about something together for about two minutes.(3 minutes for groups of three) Here are some different ways in which people communicate and a question for you to discuss. First you have some time to look at the task. Now, talk about the advantages and disadvantages of communicating in these different ways. Thank you. Now you have about a minute (2 minutes for groups of three) to decide which two ways of communicating are the least effective.
Question What are the advantages and disadvantages of communicating in these different ways? having a face-to-face meeting writing a letter chatting online having a video conference giving a lecture Task 2 Now I d like you to talk about something together for about two minutes (3 minutes for groups of three). Here are some things that people often have to make decisions about and a question for you to discuss. First you have some time to look at the task. Now, talk to each other about what people might have to consider when making these decisions. Thank you. Now you have about a minute (2 minutes for groups of three) to decide in which situation it is most important to make the right decision. Question What might people have to consider when making these decisions? choosing a university starting a family moving to another country getting married finding a job