Here we go again! Another academic year has already started (or is about to begin). If you have Cambridge PET exam preparation groups, I’ve got something just for you! Don’t waste time and get your students working on their speaking skills from day one. This lesson plan uses the official Cambridge PET speaking exam to get to know your new students and get them used to the structure of the exam.
Whether you’re teaching an intensive or a year (or two) long course, it’s a good idea to start preparing for your lessons ahead of time. It’s usually my go-to plan in any exam preparation trial lesson or as a start to an intensive course, as it lets you get to know the students while showing them that the devil’s not so black as he’s painted. If you enjoy this lesson idea and have B2 level students, feel free to check out the First lesson for B2 Cambridge exam preparation.
Scroll down to get the lesson plan based on the Sample Papers for B1 Preliminary for Schools, additional printable resources and links to get Cambridge exam sample papers.
This class is designed to be taught on the first day of school/course, so the best way to begin is by introducing yourself. Talk briefly about who you are, what you do, your preferences, and where and who you live with. Ensure to be quite personal, after all you want to seem approachable and encourage your students to open up about themselves. Give your students a chance to think of some additional questions for you. If you have a group of students, you can divide them into pairs and ask them to think of two more questions.
There is nothing more nerve-wracking than talking in front of a group of newly-met people, so give a minute or two to think about their brief introductions. Even the strongest students may get blocked on the first day, so it’s good to lower their stress. Encourage them to follow your introduction example, so they know what to say.
Once the introductions are done, transition to Speaking Part 1 ‘phase 2’. At the end of the post, you can find a downloadable file B1 – Speaking Part 1 and Part 4, in which you can find the most commonly asked phase 2 questions. Hand out one or two questions to each student and ask them to write short two-sentence long answers. Students share their answers with the rest of the group without revealing their questions. Allow others to predict what their question was. In this way, you ensure that everyone is listening to each other and they are engaged in each other’s presentations. At the end of the activity give general feedback and ask about the difficulty of this task. You can reveal that what they’ve just done was PET Speaking Part 1.
Proceed with Speaking Part 2 – the picture description. Show a picture of two girls in the kitchen and as a group think of as many words related to the photo as possible. If you want to make it easier, follow the speaking circle that explains a variety of things that you can focus on while speaking. Provide students with eight categories and ask them to write questions or vocabulary related to each one. You can find out more about the speaking circle in How long does one minute feel like? – B1 Speaking Part 2. Elicit vocabulary from different students and write them around the pictures.
Share the second photo of a boy watching football, and give each student two minutes to look at it and think of any possible vocabulary related to it. Divide students into pairs and ask them to describe this picture to each other. Ask students to listen to each other carefully and give feedback at the end of this task.
Part 3 starts by asking a general question – What kind of activities can you do in your capital city? Students may want to share their past experiences and discuss activities that are commonly done in their capital. If you want to gamify this part, put students into small groups and give them a minute or two to think of as many activities as possible. Show a picture of speaking part 3 and check if any of their answers appeared in the exam.
Focus on one of the activities shown in the picture and together think of the advantages and disadvantages of doing it on a school/work trip. Ask students to go back to their groups and give each group three options to think of the pros and cons of each activity. At the end of this task, students share their ideas. If you want to help them out, you can write down all the prompts on the board. Put students into pairs and ask them to have a discussion and choose the best activity to do on a school/work trip to the capital. Listen carefully and at the end of speaking, ask each pair about their final decisions.
And just like that, you’ve reached the last part of the lesson! Students pick one or two questions (available to download below!) and think about their answers. Remind that this part is always related to part 3 and that there are no wrong answers. Encourage them to speak their mind while providing good reasons. Listen to their answers and take notes throughout the whole lesson. Make sure to give them meaningful feedback at the end of the lesson.
If you have some spare time left, watch an example speaking video to show what an actual exam looks like. If not, you may give it as homework and talk about it at the beginning of your next lesson.
I like using this lesson as an opener to Cambridge exam preparation lessons. It helps students get into the exam mindset right away and proves that there is nothing to be afraid of. Click the links below to get the lesson plan and the speaking prompts.