b1 preliminary lesson plan: speaking€¦ · class if there is consensus about the most important...

B1 Preliminary for Schools Speaking Lesson Plan © Cambridge University Press and Cambridge Assessment 2019

B1 Preliminary

Lesson Plan: Speaking

This lesson plan accompanies B1 Preliminary for Schools 1, Test 1, Speaking , Parts 2 and 3

This lesson is suitable for students at the beginning of their B1 Preliminary course. Such students may have little experience of taking part in an oral exam and may benefit from developing confidence in tackling specific test items.

Lesson Goals

• To develop awareness of the format of some parts of the Speaking paper • To review the key grammar and vocabulary required for describing pictures

(present simple and continuous, prepositions of place, dealing with unknown words.)

• To express opinions and make suggestions • To practise the core skills and strategies required in order to develop students’

confidence and improve their exam performance.

Time needed

Interaction

Warmer 1. Clarify the format of the exam. Make the following points:

• There is one examiner and two students. • In Part 2, each student is given a different photo

and they have to talk about it for one minute on their own

• In Part 3 the examiner describes a situation to the two students they then have to talk together about the situation for two minutes prompted by visuals.

Answer students’ questions for clarification, if necessary. 2. Students work with a partner and show each other some photos on their mobiles of friends and/or family. Ask them to talk about the photos and answer their partner’s questions. 3. Ask questions to the class to focus on activities in the present continuous:

5 mins 5 mins 5 mins

T-S S-S T-S


How many people showed a photo where someone is swimming/eating/drinking/dancing ….? What are the most popular activities in the family photos?

Main activities - Individual copies of photos for Part 2 and visuals relating to 3

35 to 40 mins

Part 2

4. Show the photograph 1 A and ask students what they can see. Use the following questions as prompts:

• Who can you see in the photo? • Where is the boy? • What is he doing? • What can you see on the television?

Elicit the following phrases…..

• I can see…… • There is/are ... • He’s sitting/watching…..

Review the form and use of the present continuous if necessary. Explain that the present continuous is used to say what people are doing in a photo.

5. Support activity - Individual copies of Resource 1 If appropriate, use this gap-fill exercise in order to review the present continuous. Ask students to work individually or in pairs and feed back to the whole class.

6. Show the photograph 1B and ask students what they can see in various areas of the photo.

Explain that it is helpful to say where things are in the photo in order to describe it fully. Elicit prepositions to describe specific parts:

• at the top/bottom/in the middle of the photo • on the left/right of the photo

6 mins 5 mins 8 mins

T-S S-S T-S


• at the bottom right/top left of the photo

Then point to two/three different objects in the photo and elicit prepositions of place

• between • in front of, behind • next to, near • under, on top of

7. Support activity - Individual copies of Resource 2 If appropriate, use this exercise in order to review prepositions. Ask students to work individually or in pairs and feed back to the whole class.

8. Ask students to describe photos 1 A and B in pairs. Ask them to describe both what the people are doing and focus on the positions of the people and objects using relevant prepositions. Go around and monitor and support as they are working. Then ask different students to describe what people are doing and where things are in the photos for the whole class.

Part 3

9. Show the drawings related to Part 3 and elicit what they represent. Set the scene of a class going on a day trip walking in the mountains with their teacher and that the objects represented by the drawings are things they could take with them. Explain that they must discuss with their partner what they would choose to take with them and say which would be most useful. Elicit or feed the following phrases and write them on the board for support, if required.

• In my opinion we should take…..? • I think it would be good to take…..? • Let’s take…….? • Shall we take…….? • I think the most useful would be…… Do you agree? • Yes, I agree. • No, I don’t agree. I think the most useful would be……

10. Ask students to discuss the situation and reach a decision about the most important thing to take. Go around and monitor

(5 mins) 6 mins 8 mins 2 mins

S-S S-S T-S T-S


and support as they are working. Then check with the whole class if there is consensus about the most important thing to take.

Review 11. Elicit what students have learned in the lesson. Encourage discussion/comments on how to describe photos. Elicit useful prepositions of place and the fact that they need to use the present continuous for most actions. Review phrases for expressing opinions and making suggestions.

3 mins

S-S and T-S


Resource 1

Write the verbs in the present continuous.

1 He______(watch) TV.

2 They______(have) a meal together.

3 He______(sit) in an armchair.

4 They______(eat) soup.

5 They _______(smile) and (laugh).

6 The boy _____(hold) the remote control.

Key:

1 He is watching TV.

2 They are having a meal together.

3 He is sitting in an armchair.

4 They are eating soup.

5 They are smiling and laughing.

6 The boy is holding the remote control.


Resource 2

Write the opposites of the underlined words or phrases.

1The woman is sitting on the left of the photo.

2 The books are at the top of the photo.

3 She is standing at the bottom right of the photo

4 They are waiting in front of the garden.

5 The cat is lying under the table.

Key:

1The woman is sitting on the right of the photo.

2 The books are at the bottom of the photo.

3 She is standing at the top left of the photo

4 They are waiting behind the garden.

5 The cat is lying on top of the table.

82

Test 1

Part 2 (2–3 minutes)

A Watching TV

Interlocutor Now I’d like each of you to talk on your own about something. I’m going to give each of you a photograph and I’d like you to talk about it.

A, here is your photograph. It shows someone watching TV.

Place Part 2 booklet, open at Task 1A, in front of candidate.

B, you just listen. A, please tell us what you can see in the photograph.

Candidate A

¸ approx. 1 minute………………………………………………………..

Back-up prompts• Talkaboutthepeople/person.• Talkabouttheplace.• Talkaboutotherthingsinthephotograph.

Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.

B Eating at home

Interlocutor B, here is your photograph. It shows people having a meal.

Place Part 2 booklet, open at Task 1B, in front of candidate.

A, you just listen. B, please tell us what you can see in the photograph.

Candidate B

¸ approx. 1 minute………………………………………………………..

Back-up prompts• Talkaboutthepeople/person.• Talkabouttheplace.• Talkaboutotherthingsinthephotograph.


83

Speaking tests

Walk in the mountains

Parts 3 (2-3 minutes)

Part 3

Interlocutor Now, in this part of the test you’re going to talk about something together for about two minutes. I’m going to describe a situation to you.

Place Part 3 booklet, open at Task 1C, in front of the candidates.

A class is going on a day trip walking in the mountains with their teacher.

Here are some things they could take with them.

Talk together about the different things they could take with them and say which would be most useful.

All right? Now, talk together.

Candidates

¸ approx. 2–3 minutes………………………………………………………..


150

Visual materials for the Speaking test

Test 1

Part 2

Task 1A

Task 1B

Visual materials for the Speaking test

151

Test 1

Part 3

Task 1C

Things to take for a walk in the mountains

b1 preliminary lesson plan: speaking€¦ · class if there is consensus about the most important...

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