Presentation on theme: "UMS Speaking Writing Reading Macedonia 2010. 2 Jagged profiles Paper 1 Paper 5."— Presentation transcript:
UMS Speaking Writing Reading Macedonia 2010
2 Jagged profiles Paper 1 Paper 5
3 Speaking : Areas of competence Discourse management Communicative skills Pronunciation General ability Interactive skills Fluency Grammatical and Lexical Resource
4 B1 scale limited but effective most everyday situations longer utterances but not complex language problems searching for language pauses and hesitation generally intelligible may require prompting and assistance - good control of simple forms and attempts some complex language - exchange views on a range of familiar topics - contributions are relevant and there is very little repetition - extended discourse despite hesitation - is intelligible - maintains and develops interaction B2 scale
5 Let’s watch 2 candidates
6 FCE assessment criteria Grammar and Vocabulary Discourse management Pronunciation Interactive communication Global achievement
7 Format of FCE Speaking 3-way between candidates and interlocutor Discussion4 ? 2-way between candidates Collaborative task 3 Individual with brief response from second candidate Individual long turns 2 3-way between candidates and interlocutor Social interaction 1 Language KEY StrategiesInteraction pattern FormatPart ?
8 General Themes Active Listening Patterns of Interactio n Skills and strategies Spoken language Turns
9 Part 1 How should we encourage students to think about Part 1 ?
10 Part 1 [interview] interaction strategy one : short answer - expansion
11 Part 1 : Key strategy Short Answer Not really Expansion I never seem to get the time..I’m very busy with school
12 Explore/Practice Shape of question (specifically what) Appropriate short answer Expansion ( how much information)
13 Part 1: Topic Areas family life daily routines free-time activities your town / country future plans learning English
14 Questions- short answer holiday ? Nowhere special No idea really future ? I do actually
15 Sample Task Work with another student. Practice interview sequences with these short answers. Think of questions and how to expand on these answers. Only at weekends. None at all Whenever I can I do actually.. A few times. It depends.
16 Collaborative practice you answer you extend you extend some more What do like about living in Athens ?
17 Strategy two : your partner’s answer Think about and practice relating your answer to your partner’s answer………. ……..even if only through pronunciation. For me it’s the same …. I’m a bit different to/ Like Sergio …. I don’t think it’s that/so good / bad.. but not : A : I like to play basketball B : I like to play basketball [.. and tennis]
18 Free time What do you like do to in your free time ? What do you usually do at weekends ?
19 Part 2 How can we ensure that students have plenty to say in their long turn ?
20 Part 2 : the bigger picture situate move back and forth plus … specific task dimension
21 Begoña; Part 2 1 Why do people enjoy activities like these in their free time?
22 Why do people choose to shop in places like these? Sung Hye; Part 2 2
23 Let’s watch 2 candidates
24 Candidates need reliable language : for comparison and speculation a reliable conjunction …. that fits the dimensions of the task ….whereas ….. most reliable compare / contrast language same as, different from, similar to … this … that both/each/neither ….
25 Safe speculation language It looks [a bit] like … I suppose it’s It could be …. It’s probably something/somewhere like …
26 Part 3 How can we help students to interact appropriately ?
27 Let’s watch 2 candidates in Part 3
28 So a good Part 3 candidate will.. actively listen … support and comment …. seek and help to clarify initiate and respond … probe and question …. help navigate ….. …….. agreeing / disagreeing …. tend to seek closure
30 Part 4 What is the difference between Discourse Management and Interactive Communication ?
31 Discourse Management This scale refers to the coherence, extent and relevance of each candidate’s contribution. The candidate’s ability to produce a coherent flow of language is assessed. Also assessed here is how relevant the contributions are to what has gone before.
32 Let’s watch 2 candidates in Part 4
33 Interactive Communication The ability to use language to achieve meaningful communication. This includes: initiating and responding without undue hesitation the ability to use interactive strategies to maintain or repair communication sensitivity to the norms of turn-taking.
34 Further Support Handbook Top Tips for PET / FCE / CAE Preparation for Speaking packs [e-shop] Website: http://www.cambridgeESOL.orghttp://www.cambridgeESOL.org Seminars Teaching Resources website: www.cambridgeesol.org/teach www.cambridgeesol.org/teach
35 Further information University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel:44 (0)1223 553355 Fax:44 (0)1223 460278 E-mail: ESOLHelpdesk@cambridgeesol.org Keep up to date with what's new via the Cambridge ESOL websitewww.CambridgeESOL.org