Today I will be asking ChatGPT to generate speaking exam practice material based on reading passages from coursebooks. We can use this material to create exam papers for speaking exams or simply engage students in conversations around the ideas stemming from those reading passages in pairs or small groups.
I will be choosing three reading passages from coursebooks at three different language levels: A2, B1 and C1.
The first passage comes from Language Hub Elementary A2, MacMillan (Unit 1. Arrivals). You can access it and download a free sample from the publisher’s site HERE. It’s a short passage of just over 150 words featuring three travel experts talking about the things in their hand luggage when they go on a plane. On top of a sizeable number of nouns for personal objects, the passage contains very useful language chunks for the language level (that’s it, there’s no need to, I just want to, as soon as I can). We should encourage students to use them for the ensuing speaking task.
Here’s the prompt: Based on this reading passage from an Elementary level ELT coursebook, generate an exam paper for the interaction part of the speaking exam for A2 level at the Escuelas Oficiales de Idiomas in Spain. Here’s the reading passage:[text pasted here].
Part 1: Discussion of the Situation
– Talk about the most important things to bring in hand luggage when flying.
– Compare what you would bring and explain your choices.
– Ask and answer questions about each other’s travel habits.
Example prompts to guide your conversation:
– What do you always have in your hand luggage? Why?
– Do you carry anything special or unusual?
– Do you prefer to pack light, like Bruce, or carry everything, like Wei?
Part 2: Broader Exploration
Take turns responding to these questions:
1. Travel Habits
– Do you like traveling by plane? Why or why not?
– What do you usually do during a flight (read, sleep, watch movies)?
2. Practical Tips
– What do you think is the most useful thing to have in your bag?
– If someone forgets something important, like their phone or keys, what can they do?
3. Hypothetical Situations
– Imagine you are going on a long flight. What would you bring to make the trip more comfortable?
– What would you do if you couldn’t bring your favorite item on the plane?
I just focused on the actual questions for the exam paper from the screenshot above. Once the students have read the passage, we could use the questions for lively class conversations at this language level, perhaps starting with pair work, and then we could ask students to share their answers in plenary mode. If we decide to use the questions for the actual speaking exam, we might need to adjust the way their arrangement to properly suit the exam format. At any rate, these questions are very powerful raw material for designing a travel-based speaking exam paper for this language level.
Let’s now turn to the other end of the spectrum: C1. This time I have chosen a reading passage from Unit 1. “What Matters”, in Personal Best C1 by Richmond, entitled “My Family Values. Gregory Potter”. You can access it and download a free sample from the publisher’s site HERE. The passage describes Grammy-winning singer Gregory Porter’s upbringing in a large, close-knit family led by his hardworking mother, who instilled values of respect, empathy, and perseverance. It also highlights how his mother inspired him to pursue music despite challenges. I used the same prompt as before but I changed the description of the coursebook (Advanced this time) and the target language level (C1 instead of A2).
Part 1: Discussion of the Passage
– Discuss Gregory Porter’s family life and the values his mother taught him.
– Compare his childhood experiences (e.g., sharing responsibilities, respect) with your own or those of people you know.
– Talk about whether you agree with the way Porter’s mother instilled values in her children.
Questions to guide your conversation:
– How do you feel about Porter’s description of his family’s closeness despite challenges?
– Do you think his mother’s approach to teaching respect and empathy was effective? Why or why not?
Part 2: Broader Exploration
Take turns responding to these prompts. Make sure to keep the conversation interactive:
Family Dynamics
– What do you think are the most important values parents should teach their children? Why?
– How do you think having a large family might influence a person’s character?
Parenting Styles
– Do you agree with Porter’s idea that parents should encourage their children to follow their dreams, even if it’s risky? Why or why not?
– Compare the roles of mothers and fathers in parenting. How might they differ, and how are they the same?
Hypothetical Situations
– Imagine you are raising a child in a small apartment with limited resources. What values or habits would you prioritize teaching them?
– If you had to describe the ideal parent, what characteristics would they have?
Cultural Perspectives
– How do family values differ between cultures? Share examples from your own experiences.
– In your opinion, is it more important for parents to focus on discipline or on emotional support? Why?
Again, I just focused on the actual questions. If we decide to use these questions in class after the students have worked with the text, we can choose all or some of the questions as they are. In an exam situation, the speaking section wouldn’t be tied to a reading component, so the relevant questions in this case would be the ones listed under Part 2 with some minor modifications. The question “Do you agree with Porter’s idea that parents should encourage children to follow their dreams?” can easily be changed to “Do you think parents should encourage children to follow their dreams?”
AI in ELT 