Practising CAE Speaking Part 4

UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 1 of 8




Contents




A. TEACHERS NOTES ...........................................................................................................2
A1. Lesson Plan..................................................................................................................2
A2. Classroom Handout 1...................................................................................................5
A3. Classroom Handout 2...................................................................................................6
A5. Suggested homework/self study activities....................................................................7
B. GUIDANCE FOR FOLLOW UP ACTIVITIES.......................................................................8

Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 2 of 8
A. TEACHERS NOTES
Description
Time required: 60 minutes
Materials
required:
One copy of Classroom Handout 1 per student
1 error correction card from Classroom Handout 2
Aims: to improve students fluency with the use of fillers
to practice speaking about the type of topics that occur in Part 4 of
the CAE Speaking test
A1. Lesson Plan
1. Give out A2 Classroom Handout 1.
In pairs the students look at Exercise A and discuss why the phrases in bold were
used.
Feedback with the whole class to find out what they thought.
Explain to them that the student was using these words and phrases to give him time
to think of what to say. These phrases are called fillers because they fill the time
while you are thinking.
Write the words and phrases from the exercise on the board.
right
let me see
well
OK
you see
you know

Tell the class that in this lesson they will
review and practise some fillers
practise talking about a topic similar to those that occur in Part 4

Timing: 10 mins

2. In pairs or small groups the students work together to unscramble the phrases in
Exercise B of Classroom Handout 1.
Monitor and assist as necessary.
Go through the answers with the whole class.
Answers
a) Let me think
b) Thats an interesting question
c) Thats a difficult question
d) To be honest thats not a question Ive thought about before
e) Ive never really thought about that before

Timing: 10 mins
Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 3 of 8
3. Write the new phrases on the board underneath the phrases from stage 1, so the
board now looks like this
right
let me see
well
OK
you see
you know
let me think
thats an interesting question
thats a difficult question
to be honest thats not a question Ive thought about before
Ive never really thought about that before

Drill all of the phrases, so that the students can say them confidently.
Underline the words in each sentence as below. To improve the students intonation,
encourage them to stress the underlined words. (Remember, a stressed word will be
a little longer, louder and higher in pitch than the other words).
let me see

you see

you know

let me think

thats an interesting question

thats a difficult question

to be honest thats not a question Ive thought about before

Ive never really thought about that before

Encourage the students to try say the phrases without reading. If the students have
problems remembering the phrases, encourage them to look up at the board and not
down at the paper.
Timing: 10 mins







Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 4 of 8
4. Elicit from the students the content of Part 4 of the Speaking test
Answer: A discussion on topics related to the topic in task 3

Tell the class they are going to discuss the topic of computers.
In pairs or small groups, the students write down four controversial statements about
computers. Make sure all of the students in each group write down the questions
they will need them for the next part.
Note : If your students cannot think of any statements, here are some:
Computers should not be used in schools
Computers stop people from developing social skills
Too much personal information is stored on computers
The computer is the greatest invention ever
A good knowledge of computers is vital to get a good job

Timing: 10 mins


5. Put the students in groups of three.
Tell the students that in the speaking activity that they are about to do, they are going
to focus on using the fillers if they need time to think.
Tell the class to avoid sounds such as errr and umm. Show them the card from A3
Classroom Handout 2. Tell them that you are going to monitor them as they speak. If
you hear anyone say the words errr or ummm, you will show them the card to
remind them.
One of the students acts as examiner using the statements from stage 4. They
should try to extend the conversation by asking the candidates follow up questions
such as
What do you think?
Do you agree?
Why/Why not?

Each pair speaks for 4 minutes.
Then the next student becomes examiner and uses their statements.
The activity is repeated until all of the students have been examiner
Timing: 20 mins
Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 5 of 8
A2. Classroom Handout 1

EXERCISE A

A student was asked the question Whats the most memorable journey you have ever made
Here is the first part of his answer.
Look at the words and phrases in bold. With your partner, discuss why the student has used
them.

Right . Im going to tell you about a trip I made last Sunday to a beautiful lake which is, let
me see, about 50 kilometres from my village. Well, we went there with my girlfriend and one
of our friends from university.
OK, we had to set off really early, because of all the cars. You see, the traffic at the weekend
is often really bad, especially if the weather is good like, you know, it was last week.


EXERCISE B
Unscramble the words below to find some phrases that can be used as fillers

a) think / me / let


b) a / difficult / thats / question


c) question / thats / interesting / an


d) not a / question / Ive / before / to / honest / be / thought / thats / about


e) really / about / before / never/ thought / Ive / that
Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 6 of 8
A3. Classroom Handout 2

Error correction card



ERRR

UMMM

Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 7 of 8
A5. Suggested homework/self study activities
1. The students find additional fillers and bring them to class.
They should look for examples of native speakers. They can find many different
examples in text books, tv programmes, films and the radio. As well as the filler, they
should also make a note of
their new phrases
where they found it
the context the phrase was used in . e.g. an argument, a business meeting etc

2. Tell the student that you are going to do a similar activity later in the week. Ask them
to prepare sentences for discussion as per stage 4 on the topic of your choice.


Practising CAE Speaking Part 4
UCLES 2011. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/terms

Practising CAE Speaking Part 4 www.teachers.cambridgeesol.org
Page 8 of 8
B. GUIDANCE FOR FOLLOW UP ACTIVITIES


1. In this lesson we used a correction card to highlight when the students were saying
errr and ummm. Using cards like this is a great way to highlight students errors
without interrupting the flow of a discussion.
One way that they can be particularly useful is to highlight any careless errors or slips
that your students may have a habit of making.
Examples of this include
not pronouncing s on the end of words (use a correction card with -S)
mispronouncing ed (use a correction card with -ed)
getting he/she confused (use a correction card with -he/she)
using the present tense instead of the past. (use a correction card with
past/present)

2. Whenever new words or phrases are introduced to students they should be drilled. In
order to avoid students talking in a monotone, it is always a good idea to mark on the
board where the stress occurs.
In this lesson we underlined the stressed words.
thats a difficult question

Here are some other ways you could mark the stress on the board

thats a difficult question



thats a difficult question

____
thats a difficult question