B1 Preliminary for Schools Speaking Part 3 Description This lesson plan has been created to help students prepare for B1 Preliminary for Schools Speaking Part 3. This lesson plan can be delivered face to face or online. The ‘online options’ column gives teachers ideas about how the stages could be adapted for teaching online. In this lesson, students talk about their experiences and views of school trips. They brainstorm vocabulary for discussing city visits, and categorise useful language for making suggestions, asking for an opinion, agreeing and disagreeing. They use this language in a practice Part 3 Speaking task, before reviewing some tips on how to be successful in this part of the exam. Time required: 60 minutes (can be extended or shortened as required) Materials required: Useful language table (see below) Speaking Part 3 tips matching exercise (see below) B1 Preliminary for Schools sample task (see below) Prepared presentation/PowerPoint slides to complete a Part 3 Speaking task for B1 Preliminary for Schools, in the context of discussing to analyse and practise language for making suggestions, asking for an opinion, agreeing and disagreeing Aims: Procedure Lesson Stages Online options Greet the students as they arrive. Check they know how to switch on their audio and video. Warmer - speaking Share your screen, or send the picture or photo to students. Display a picture or photograph suitable for your context, showing children on a school trip. Alternatively show them this picture, taken from the Sample Speaking task (see Materials). Ask questions about the photo, e.g. What can you see in the photo? What are they doing? Where are they going? 1 Write words and phrases that students suggest next to the picture. Clarify that the students in the picture are going on a school trip. Ask questions to the whole group, or put them into pairs to discuss: • • • • • What school trips have you been on? When? Where? What did you see? What did you do? What was the best thing about the trip? What was the worst? Which city would you like to go to on a school trip? Why? What would you like to see and do there? As students are speaking, take notes of other useful vocabulary they use. If students were speaking in pairs, elicit some ideas during whole class feedback. You could highlight some of the other good language students have used and add this to the vocabulary record around the picture. Vocabulary – school trips Divide your class into pairs. Assign one or more than one picture from the sample Speaking task to each pair (see Materials). Ask students to discuss what they can see in their picture(s), and write words or phrases connected to the picture, just like you did in the warmer activity. Elicit ideas from each group and write them on the board next to each picture. Supplement their ideas with other useful vocabulary to describe school trips and visits. Use a shared whiteboard, and the Annotate feature to write the words/phrases students suggest. Alternatively, use a shared document such as Googledoc, which students can save their own copy of later. Put students into breakout rooms if you can safely monitor them. Send them the questions or ask them to take a screenshot so they can see them in their rooms. You could send the task sheet with pictures to students, or share your screen and ask them to take a screenshot to refer to during the pairwork. Alternatively, send different pictures to different students. You could use breakout rooms for the pairwork. Alternatively, give students 1 minute thinking time (they could make notes), and then elicit words/phrases. Or, they could type in the chat, e.g. “2 – a museum exhibit”. Use a shared document or Annotate to write the words/phrases and save this to share with students later. 2 Useful language Ask students to put the useful language in the correct category in the table (see Materials). Check understanding of the phrases students had difficulty with. Answers Making suggestions Asking your partner I think…because… What do you think? What’s your opinion? How about…? Agreeing Disagreeing Yes, I agree with you. It’s a good idea, but … Good idea / Good point. I’m not sure about that. Send the table to students in advance of the lesson so that they can fill it out during the lesson individually – on their computer or by printing it and writing by hand. Alternatively, open a shared document, allowing students to edit. Assign phrases to each student/pair and ask them to type them in the correct part of the table. Once you have the correct version, they can download a copy of the document to keep. You could dictate the phrases for students to listen and write in the correct column. Pronunciation – sentence stress Read the following phrases from the useful language table aloud one by one, exaggerating the sentence stress. Ask students to underline the stressed word in each sentence. Answers What do you think? What’s your opinion? Yes, I agree with you. Good idea / Good point. It’s a good idea, but … I’m not sure about that. Share your screen. Students can use Annotate to identify the stressed word, or underline it on their own copy of the table. Drill the phrases, encouraging students to copy your sentence stress. For a quick, fun controlled practice, read out some of the statements below, or create your own. Students respond using one of the phrases, either agreeing or disagreeing. You can do this as a competition, seeing who responds first, but make sure everyone is included. - Students can work in pairs in breakout rooms. Or you could use the alternative whole class activity instead. School trips should be just for fun. Teachers should decide where students go on school trips. Schools should give students money to spend on school trips. Students should go on no more than one trip a year. Students work in pairs, briefly stating their opinion; their partner agrees/disagrees. 3 Alternative: Ask one student to give a statement of their own opinion about school trips and visits. The rest of the class listen and agree/disagree using one of the phrases. The first person to respond gives the next statement. Speaking Divide students into pairs. Make these different pairs from the vocabulary task earlier. Set the speaking task: Some students from a small village school are going on a trip to their capital city. Here are some activities they could do there. Talk together about the different activities they could do in their capital city, and say which would be most interesting. Remind students to use the useful language, and some of the vocabulary they brainstormed earlier. Students complete the task. Ensure they spend at least 3 minutes talking. Monitor and make notes of errors and examples of good language use. Optional extensions You could change pairs and ask students to repeat the task with a new partner, for further practice. Ask students to take it in turns to ask and answer the questions from Part 4 (see Materials). Tell them that these questions are for Part 4, not Part 3. Feedback Praise students for extending their discussion, and for examples of good language that they used to complete the task. Highlight these on the board. Share common errors (grammar/vocabulary/pronunciation) for students to peer correct. If you have not already given students a copy of the speaking task, send it now, or share your screen and ask them to take a screenshot to look at during the pairwork. You could share the speaking task instructions too. Use breakout rooms. Alternatively, give them some thinking time and then ask each pair in turn to speak together. If you choose this option, tell students that in the exam, they won’t have thinking time. To keep students engaged while listening, ask them to tick phrases from the useful language table that the other students use. Share your screen with examples of good language and errors. Students could use Annotate or the chat to write corrections, or you could elicit them orally. Tips for success in Speaking part 3 Display the table (see Materials) and ask students to match the sentence halves to make tips for success in this part of the speaking. Answers 1d, 2e, 3b, 4a, 5c. Ask questions to check students understand what is expected from them in this part of the Speaking examination. Optional extension Play the video of an example Speaking task part 3 (4:52-7:01). Viewing task: Which of the tips did the students follow? In feedback, clarify that the students followed all the tips and were Share your screen or send a copy of the table to students to complete individually. You could use Annotate to draw arrows on the table as you elicit answers. Share your screen and sound to play the video. Alternatively, send students or their parents the YouTube link to play at this stage of the lesson. 4 successful in this part of the Speaking exam. Homework Ask students to write a paragraph about a school trip or a place they visited with their family. They can use these prompts to help: • • • • • • When did the trip happen? Where did you go? Who went with you? How did you travel? What did you see and do? What was the best thing about the trip? 5 Materials 6 2 1 3 4 5 7 6 7 Useful language for Speaking Part 3 Put the phrases in the box in the correct part of the table. There are two phrases for each part of the table. I’m not sure about that. It’s a good idea, but … How about…? I think…because… Yes, I agree with you. What do you think? Good idea / Good point. What’s your opinion? Making suggestions Asking your partner Agreeing Disagreeing 8 Tips for success in Speaking Part 3 Match the sentence halves to make tips. 1. Listen carefully to a) your partner says. 2. Talk to b) his/her opinion. 3. Ask your partner for c) the examiner tells you to stop. 4. Listen and respond to what d) the examiner’s instructions. 5. Keep discussing until e) your partner. 9
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