© UCLES 2013 SAY TALK SPEAK TELL Teaching Speaking at B1 and B2 Bulgaria Cambridge Days 2015 Bob Obee

© UCLES 2013 Cambridge Common Scale of Speaking

© UCLES 2013 Today’s seminar : Speaking activity focuses Active listening Patterns of interaction Skills and strategies Spoken language Turns

© UCLES 2013 Today’s Seminar What types of speaking/oral assessment activities are suggested by these verbs of speech ? Oral work SaySpeakTellTalk

© UCLES 2013 Interview : asking and telling mode Let’s first of all consider the most common speaker strategy when answering this type of question : short answer - expansion Spoken language Skills and strategies

© UCLES 2013 Key strategy Short Answer Not really Expansion I never seem to get the time..I’m very busy with school Patterns of Interaction So what might the question have been?

© UCLES 2013 Explore/Practice Shape of question (specifically what information is being targeted) Appropriate short answer (one which fits with question) Expansion ( how much information) Skills and strategies

© UCLES 2013 Work with a partner. Find a question on each theme that matches both responses. B2

© UCLES 2013 Zig-zag questions Use all your pieces appropriately. From The Grammar Activity Book CUP Spoken language

© UCLES 2013 Let’s play ‘straight-face’ [questions must fit] Straight face : I do actually B1

© UCLES 2013 Building interview sequences 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. B2

© UCLES 2013 Collaborative practice A gives short answer B extends the short answer as if the same person What do like about living here ? Is there much to do in the evenings? B1 Active listening

© UCLES 2013 Interview : asking and telling mode Strategy : relating your answer to someone else’s answer Perhaps … through pronunciation. A: I love going shopping. B: Me too Or by directly referring to it For me it’s the same …. I’m a bit different to/ Like Sergio …. I don’t think it’s that/so good / bad.. As Lucy said … B2 Active listening

© UCLES 2013 Show you heard What do you like do to in your free time ? What do you usually do at weekends ? B2

© UCLES 2013 Focus on longer turns : the speaking mode This mode implies a whole range of activities that learners can be engaged in : giving presentations making speeches making announcements giving demonstrations formal debating telling anecdotes telling jokes doing voiceovers performing sketches to name but some…… Turns

© UCLES 2013 Activities using visuals or film that prompt students to talk about images in a more extended way include : Picture reveal activities Film/Youtube pause activities : What’s going to happen next? ‘Where in the world’ clips where learners have to justify their answers in terms of three details from the picture. Such activities can either be done as freer extended interaction or can be scaffolded and target the use of particular functional language

© UCLES 2013 Speculation language [shape reveal] It looks [a bit] like … I suppose it might be He/she could be …. It’s probably something/somewhere like … I’d say it was possibly taken ….. I think he/she’s just about to B1 Spoken language

© UCLES 2013

What happens next ? Speculative Prediction : What’s going to happen is …. I imagine she/he’s about to… I expect it will _____ and then …. There’s obviously going to be ….. B2 Spoken language

© UCLES 2013 What happens next..? SPECULATIVE PREDICTION What’s going to happen is …. I imagine she/he’s about to… I expect it will _____ and then …. There’s obviously going to be ….. h?v=J-UhE3qOYJU Spoken language

© UCLES 2013 Where in the world ? Justify your answer with three things from the picture.

© UCLES 2013 Where in the world ? Justify your answer with three things from the picture.

© UCLES 2013 Where in the world ? Justify your answer with three things from the picture.

© UCLES 2013 Collaborative Tasks … talking mode As a rule, we should discourage basing tasks around overt agreement or disagreement as both can lead to closure or lack of development.

© UCLES 2013 Good collaborators 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 on a point. A: Agreed ? B: Agreed. Patterns of Interaction Skills and strategies

© UCLES 2013 Encourage simple ‘across turn’ strategies Across turn …And ….But ….That’s B1 Active listening

© UCLES 2013 Unequal collaborators It’s a bit like … You never know … It’s not something… I really regret I’d love to see… It can be a way … And it’s really good for … Personally I think it would be better to … B2 Spoken language Patterns of Interaction

© UCLES 2013 Cambridge English: First Speaking paper Part 3

© UCLES 2013 Collaborative choreography Learners work in groups of three: Two complete the task. The third occasionally intervenes by holding up one of the following prompt cards. EXPLAIN COMPARE CLARIFY OPINION EXAMPLE SPECULATE The idea is to get the two completing the task to extend the point in their conversation in the way indicated on the card B2

© UCLES 2013 what do you think …. saying mode There are all sorts of discussion/opinion offering frameworks we can set up in B1 and B2 classes. The typical skills and functional areas of language that these might touch upon are things such as -adding points -explaining points -referring to what others have said -changing focus Giving learners the room to develop such skills is best done through more indirect question/lateral thinking type tasks rather than direct question tasks

© UCLES 2013 Superlative Imposter [What’s the task mechanism ?] B1 Active listening

© UCLES 2013 Beans in a jar Guess how many there are. The nearest gets a point. 1 Countries in the world 2 Adult teeth 3 Kilometres between Sofia and London. 4 Types of shark. 5 Players in an American football team. 6 Bones in the hand 7 Churches in Bulgaria ……. B1 Spoken language

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