Cambridge English - Cambridge English: First and Advanced Changes in 2015
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Cambridge English - Cambridge English: First and Advanced Changes in 2015

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Aims:
- To introduce the update to Cambridge English: First for 2015
- To outline the changes to the exam, while highlighting continuity and teaching implications
- To provide a rationale for the revision
- To introduce the Cambridge English: Advanced update for 2015
- To outline the changes to the exam
- To provide a rationale for the revision
- To discuss any implications for teaching

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  • 1. Changes to Cambridge English: First and Advanced (2015)
  • 2. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 20152 Aims of the 2015 update: To ensure the updated examinations: are suitable for use for further education study purposes are suitable for use for higher education foundation or pathway courses are suitable for use for work or career enhancement purposes retain appropriate and specific testing focuses for each paper and ensure that the skills in each paper are well balanced are thoroughly validated and reflects the most up-to-date methodological approach to communicative language testing are more user-friendly in terms of its length
  • 3. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 3 Handout 1: Task types Below are descriptions of the task types in the Cambridge English: First Reading and Use of English paper. Match the descriptions of the task types in Section A with the question rubrics in Section B taken from a Cambridge English: First for Schools paper. SECTION A Part 1 A modified cloze test containing eight gaps followed by eight sets of multiple-choice options. Part 2 A modified cloze test containing eight gaps. Part 3 A text containing eight gaps. Each gap corresponds to a word. The stem of the missing word is given beside the text and must be changed to form the missing word. Part 4 Six separate questions, each with a lead-in sentence and a gapped second sentence to be completed in two to five words, one of which is a given ‘key’ word. Part 5 A text followed by six 4-option multiple-choice questions. Part 6 A text from which six sentences have been removed and placed in jumbled order, together with an additional sentence, after the text. Part 7 A text or several short texts, preceded by 10 multiple-matching questions.
  • 4. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 20154 SECTION B TASK A Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Example (0): Skilful TASK B Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0). TASK C
  • 5. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 5 TASK D TASK E TASK F TASK G
  • 6. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 20156 A typical way to tackle multiple-choice questions Read the text quickly for gist. Read the questions (but not the options). Look for the answers to the questions in the text. Number the area where each answer is found. (This is especially useful when you are unable to find one answer because the answers are given in order.) Choose the correct answer. Check your work. A typical way to tackle word formation questions Read the title of the text. Read the text quickly for gist. Read the sentence around the gap (i.e. both before and after). Work out the type of word needed (i.e. noun, verb, adjective, etc.). Change the stem word given into this form. Check if additional changes are needed, i.e. does it need to be singular or plural, positive or negative? Re-read the whole sentence to make sure that the word fits. Check the wider context for reference. When you have completed the task, re-read the whole text.
  • 7. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 7 Handout 2: Advanced Reading and Use of English
  • 8. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 20158 Classroom activity: Prove your point Timing 10–15 minutes Materials worksheet: Prove your point (cut up into A, B, C and D sections) Rationale This activity is aimed at providing an alternative way to work with multiple-choice questions. Procedure 1. Prior to the lesson, choose a text with 4-option multiple-choice questions (see worksheet: Prove your point as an example). 2. Prepare four versions of the text. Version 1 has only option A for each question. Version 2 has only option B for each question. Version 3 has only option C for each question. Version 4 has only option D for each question. So if there are six questions for your chosen text, each version would have these same six questions with one ‘option’ answer for each one. 3. Divide students into groups of four. Students in each group should be numbered from A to D and given the text and corresponding multiple-choice option. 4. Ask students to read the text individually and decide if their multiple-choice option is correct or incorrect. They should highlight their ‘proof’ in the text, i.e. the part of the text that shows their option to be correct or incorrect, where possible. If there is nothing in the text that proves that their answer is correct or incorrect, then they should state that the proof is ‘not given’. Allow 5 minutes for this stage. 5. Tell groups to now compare their answers, proving themselves correct. Where there are differences they should refer to the proof they have found in the text. (See key to worksheet: Prove your point, below.) Key (worksheet) 31) C – It is only completely cut off at certain times. 32) D – His son’s arrival is one event he will take time off for.
  • 9. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 9 Worksheet: Prove your point Student A For each question read your option and decide whether it’s correct or incorrect. If it’s correct, find the proof in the text that shows it’s correct. If it’s incorrect, find proof in the text that it’s not correct, if possible, or state that there’s no proof given. 31) In the first paragraph, what is Caitlin’s main point about the island? A It can be dangerous to try to cross from the mainland. 32) What does Caitlin suggest about her father? A His writing prevents him from doing things he wants to with his family. Student B For each question read your option and decide whether it’s correct or incorrect. If it’s correct, find the proof in the text that shows it’s correct. If it’s incorrect, find proof in the text that it’s not correct, if possible, or state that there’s no proof given. 31) In the first paragraph, what is Caitlin’s main point about the island? B It is much smaller than it looks from the mainland. 32) What does Caitlin suggest about her father? B His initial reaction to his son’s request is different from usual.
  • 10. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201510 Student C For each question read your option and decide whether it’s correct or incorrect. If it’s correct, find the proof in the text that shows it’s correct. If it’s incorrect, find proof in the text that it’s not correct, if possible, or state that there’s no proof given. 31) In the first paragraph, what is Caitlin’s main point about the island? C It is only completely cut off at certain times. 32) What does Caitlin suggest about her father? C His true feelings are easily hidden from his daughter. Student D For each question read your option and decide whether it’s correct or incorrect. If it’s correct, find the proof in the text that shows it’s correct. If it’s incorrect, find proof in the text that it’s not correct, if possible, or state that there’s no proof given. 31) In the first paragraph, what is Caitlin’s main point about the island? D It can be a difficult place for people to live in. 32) What does Caitlin suggest about her father? D His son’s arrival is one event he will take time off for.
  • 11. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 11 Classroom activity: Odd one out Timing 10 minutes Materials five sets of three words, with one word from each set being incorrect or ‘made up’ (see examples below) Rationale This activity is a fun way to work with affixation, which raises awareness of possible suffixes and prefixes. Procedure 1. Prior to the activity, prepare five sets of three words with the same root but different suffixes and/or affixes (see examples below), making sure one word from each set is incorrect. Please note that the incorrect word is underlined and the root is given in parenthesis:  misleading/leadership/illeadable (lead)  collection/miscollected/collectable (collect)  unsensible/senseless/sensational (sense)  soften/software/softliness (soft)  takeaway/takingly/take-off (take) 2. Dictate the sets of words. (Alternatively, the words can be written on the board.) 3. Ask students to write down all the words and then, working in pairs, to discuss which ones they think are the real words and which one they think is invented. 4. Allow 2 or 3 minutes for discussion then feedback as a whole class. 5. Students can be encouraged to look up the words in a dictionary and then record any new words in their vocabulary books. Follow up Students investigate more words with the same roots, creating mind maps for each word, or keeping a list of affixes.
  • 12. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201512 Classroom activity: Multiple-choice key word transformation Timing 5 minutes Materials worksheet: Multiple-choice key word transformation Rationale This activity offers an alternative way to work with key word transformation tasks. Procedure 1. Prior to the activity prepare multiple-choice options based on a key word transformation exercise. (See worksheet: Multiple-choice key word transformation as an example.) 2. In class give a copy of these sentences to each student to answer individually. Once completed, ask students to review their answers in pairs and then as a whole group (see key to worksheet, below). Key to worksheet 1) b – because of the preposition to before the museum 2) a – because the meaning is closer to that of the original sentence 3) a –because (b) doesn’t use the given word 4) b –because (a) creates a change of subject 5) b – grammatical collocation (would rather + bare infinitive). Follow up Create a list of tips related to this part of the exam, such as: 1. Use the given word. 2. Use the correct number of words in the spaces (2–5). 3. Make sure the grammar is correct before and after the gap. 4. Keep the meaning of the two sentences as similar as possible.
  • 13. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 13 Worksheet: Multiple-choice key word transformation Decide whether option (a) or (b) is the correct option to complete each sentence. Say why your choice is correct and why the other is not. 1) Joan was in favour of visiting the museum. IDEA Joan thought it would be ____________________ to the museum. a) a good idea to visit b) a good idea to go 2) Arthur has the talent to become a concert pianist. THAT Arthur is so ____________________ could become a concert pianist. a) talented that he b) determined that he 3) ‘Do you know when the match starts, Sally?’ asked Mary. IF Mary asked Sally ____________________ time the match started. a) if she knew what b) whether she knew what 4) Everyone says that the band is planning to go on a world tour next year. SAID The band ________________________ planning to go on a world tour next year. a) said it was b) is said to be 5) I’d prefer not to cancel the meeting. CALL I’d rather _____________________________________ the meeting. a) not to call off b) not call off
  • 14. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201514 Handout: Texts A–D Text A Text B Text C Text D
  • 15. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 15 Handout: Classroom activity: Group reading Timing 20–25 minutes Materials Part 6 texts A–D, cut into separate texts (one text per learner) Rationale By dividing the four texts, the initial reading load is reduced and teachers can focus students on how they should approach the task, by skimming the texts and getting an idea of the general meaning, before focusing on each question in turn and comparing across the texts. This type of activity also adds a speaking and peer review element to a reading task. Procedure 3. Divide learners into four groups. Ask each group to briefly discuss the question: Can architecture make you happy? Allow 2–3 minutes for this. 4. Label each group A, B, C and D. Tell them that each group is going to read a short review of a book on architecture by Alain de Botton. Give out handout: Texts A–D, cut into separate texts. Group A gets copies of text A, group B gets copies of text B, and so on. 5. Ask each group to read their text quickly and to answer these questions:  Is this a positive or negative review of the book?  What opinion is expressed about the book?  Is any particular aspect of the book mentioned? Learners must then compare their ideas within their groups. 6. Give each learner in each group a number, starting from 1 each time. Tell all the 1’s to get together, all the 2’s, and so on, so that there are four learners in each new group, one A, one B, one C and one D. Any ‘extras’ can be added randomly to existing groups. Ask them to briefly summarise their texts to their new group. 7. Give out or show the Part 6 questions (see below). Ask learners to work in their groups of four to answer the questions (allow 6–8 minutes). 8. Take feedback in plenary (see key to step 6, below), discussing any strategies or learners’ questions or observations. Part 6 questions (step 5) 37) Which reviewer has a different opinion from the others on the confidence with which Alain de Botton discusses architecture?
  • 16. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201516 38) What is reviewer B’s opinion of the significance of de Botton’s book? Which other text shares the same opinion? 39) Which reviewer expresses a different view from the others regarding the extent to which architects share de Botton’s concerns? 40) What is reviewer C’s view of the originality of de Botton’s work? Which other text shares the same view? Key (step 6) 37) B 38) D 39) C 40) B The full Part 6 task can be found in Cambridge English: Advanced specifications (SSP): http://www.cambridgeenglish.org/exams-and-qualifications/advanced/exam-update- for-2015/
  • 17. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 17 Handout 5: First Task types Work with a partner to match the task types below to their definitions. Task types 5. Article 6. Email/letter 7. Essay 8. Report 9. Review Definitions 1) The main purpose is to interest and engage the reader, so there should be some opinion or comment. 2) It’s usually written for a teacher, and should discuss different opinions or ideas. It should be well organised, with an introduction and an appropriate conclusion and should be written in an appropriate register and tone. 3) The response always addresses a defined situation and should be consistently appropriate in register and tone for the specified target reader (English-speaking friend, potential employer, magazine editor, etc.). This means they may be informal or formal. 4) Description and explanation are key functions for this task. It will normally include a recommendation to the reader. 5) Candidates are expected to give some factual information and make suggestions or recommendations. It should be clearly organised and may include headings. First for Schools Set text for January 2015 - December 2016: Rosemary Sutcliff: The Eagle of the Ninth (Oxford bookworms edition)
  • 18. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201518 Handout 6: Linking words and useful expressions for essay writing Put the following linking words and expressions into the correct column: 1) In order to decide whether to .... or not 2) Firstly/secondly/finally/eventually 3) Besides/moreover/furthermore 4) Similarly 5) To consider the advantages and disadvantages 6) The reason why 7) Last but not least 8) In spite of/despite 9) Whereas Introduce new ideas Add information Comparison Weigh up arguments Contrast Give reasons Conclude first of all in addition to/additionally compared to/in comparison with on the one hand ... on the other hand nevertheless in conclusion/to conclude to draw/make a comparison between ... and however for some reason or another to sum up/to summarise we can say to begin with above all arguments for and against though to outline the main points as well as to discuss the pros and cons although/ even though I have every reason to believe that finally in theory ... in reality the reason for this is not only ... but also on the contrary as/since in fact/actually/ as a matter of fact in contrast to because/ because of
  • 19. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 19 Handout 7: What’s the task type? Task 1 Which task type do the following extracts come from? Choose from: Report Essay Article Informal letter/email Review Formal letter 1) In conclusion, testing on animals is not necessary nowadays. 2) Although reactions were mixed, on the whole students agreed that the term should finish in May. 3) I recently went to the cinema to see a film. It was the best film I have ever seen. 4) If you try this sport you won’t regret it, so what are you waiting for? 5) I’m sorry for not answering before Tom, but I’ve been very busy with my studies. 6) Twenty-five per cent of the students interviewed prefer eating in the school canteen to eating at restaurants. 7) The reason for my writing is to apply for the job I saw advertised. 8) Best wishes, Anne 9) The story was thrilling and the characters came alive as soon as you started reading. 10) Have you ever thought about flying like a bird? Surely most of us have? The good news is that flying is no longer impossible for simple human beings as we are. The key word is Paragliding. 11) Yours sincerely, Mrs Lancaster 12) It’s easy to claim that country life is better than city life, but a balanced approach must take in both sides. Task 2 Below are the plans and structures needed for different task types. Read the plans and structures and decide whether the information refers to: A) Articles B) Letters/emails C) Reports D) Reviews 1) Students need to work on planning and structure:  Catchy title and ways of engaging the reader  Generally four paragraphs (Introduction; Main body; Conclusion)  Useful expressions and appropriate neutral language  Vocabulary, expressions and linkers for describing, expressing opinion and giving examples.
  • 20. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201520 2) Students need to work on planning and structure:  Style neutral/informal  Catchy title and ways of engaging the reader  Four paragraphs (introduction: relaxed and friendly; main body: detail; conclusion: summary and opinion)  Useful expressions and appropriate neutral language  Language for describing and expressing opinions, likes and dislikes  Specific vocabulary on topic. 3) Students need to work on planning and structure:  Formal style  Four paragraphs (Introduction; Main body; Conclusion)  Informative title and headings  Formal language, passive voice, etc.  Impersonal, no opinion  Language for making recommendations and suggestions. 4) Students need to work on planning and structure:  Language for: expressing enthusiasm, requesting and giving information, explaining, apologising, thanking, suggesting and expressing preferences  Candidates assess register and language required from tone of input material  Formal/informal language  Appropriate opening and closing strategies.
  • 21. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 21 Handout 8: Part 1 task
  • 22. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201522 Handout 9: Sample Part 1 answer Nowadays, many facilities could use money from local authorities. There are people who claim that cultural institutions should receive more money than other facilities. But which ones should receive more investment is open to debate. On the one hand, museums should be the institutions that need to receive a lot of money because people have lost the interest in visiting and promoting them. In a world where true values are not respected as they should be, it is important to remember what really matters. Moreover, the young men should be aware of the importance of knowing basic things in different domains. For example, science and history museums provide people very interesting informations. Therefore, in order to have well-informed teenagers, the local authorities should give money to museums. With that money, it can be organised events like the day of open museums. On the other hand, green spaces should also receive money from local authorities. Mainly because in big cities, where the air is very polluted trees can absorb many of the gases produced leading to a much healthier environment. Furthermore, there can be built spaces for kids to play and also running tracks for people who cannot afford to go to gym. It is important for people to keep doing exercises in open air and in my opinion, parks are the best place. All in all, as far as I am concerned the most important facility that should receive investment from local authority are the museums.
  • 23. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 23 Classroom activities for Cambridge English: First Speaking Classroom activity: Know your friend Timing 20–30 minutes, depending on the number of students in class Materials worksheet: Know your friend Rationale This relates to Part 1 of the Speaking test. Students practise answering personal questions about themselves and others, and are encouraged to use some complex grammatical forms and a range of appropriate vocabulary. Procedure 9. Give each student a copy of the worksheet: Know your friend and allow them 2 minutes to read the questions. 10. Ask one student to go outside the classroom for a few minutes while his/her companions are asked questions about him/her. 11. The teacher selects five questions from the worksheet to ask the remaining students about their companion. They must try and use extended answers with some complex grammar (subordination, passives, infinitives, tense contrasts, etc.) and a range of vocabulary, if possible. The teacher or a nominated student may take notes of the answers given (see suggested key, below). 12. The student is asked to return and is asked the same questions. This time he/she should answer and add an extra comment to the answer, e.g. I have been living here for 10 years but I used to live in Madrid. Again, complex grammar and a range of vocabulary should be encouraged. Students see how many answers were correct and how well they know their friend. 13. This activity can be continued with other students leaving the room and varying the questions. 14. Feedback can be conducted by asking students to comment on grammar and vocabulary used and ways that they could improve on the answers by extending or using more complex grammar and vocabulary. Suggested key 1) He has been living in …............... for …......... years. 2) He has been studying English since ….......... 3) His mother was born in …............ 4) He likes spending time …................ (because ....................) 5) He would like to be a/an .......................
  • 24. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201524 6) He would …........................................ if he won the lottery. 7) He enjoys listening to …............................. 8) He enjoys watching ................................... 9) He’s going to ….................. next weekend. 10) He’s going to .................... for the holidays 11) He will be ….................................... this time next year. 12) He would like to get to know ....................... better (because ....................) 13) He has visited …………………… 14) He has recently seen a programme called ........................... 15) He regularly uses a website called ................................
  • 25. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 25 Worksheet: Know your friend How well do you know your fellow students? Try answering some of the questions below to find out! 1) How long has (X) been living in …..... (city)? 2) How long has (X) been studying English? 3) Where was (X)’s mother/father born? 4) Does (X) like spending time on his/her own or with other people? 5) What job would (X) like to do in the future? 6) What would (X) do if he/she won the lottery? 7) What sort of music does (X) enjoy listening to? 8) What sort of films does (X) enjoy watching? 9) What plans has (X) got for the weekend? 10) What plans has (X) got for the holidays? 11) What will (X) be doing this time next year? 12) Which country would (X) like to get to know better? 13) What’s the most interesting place (X) has visited in his/her country? 14) Tell us about a television programme (X) has seen recently. 15) Tell us about a website (X) uses regularly.
  • 26. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201526 Classroom activity: Board game Timing 20–30 minutes, depending on the number of students in class Materials worksheets: Board game; Board game cards (cut into cards); a die; sticky tack; four different coloured counters; various sets of Part 2 photographs Rationale This activity relates to Part 2 of the Speaking test. Students will practise using discourse markers and cohesive devices, which they often find hard to use naturally, in sentences about two photographs. It makes them aware of using a variety of discourse markers and cohesive devices rather than repeating the same ones. The board game format helps increase their confidence in using these words while playing a game as a team. Procedure 15. Divide the class into four teams, each with a different coloured counter. 16. Stick or draw an enlarged board game (worksheet: Board game) at the front of the class and place the four counters on the Start square using sticky tack. Stick up a range of sets of Speaking Part 2 photographs so that everyone can see them. 17. Place the Board game cards (cut up from the worksheet) in a pile at the front of the class. 18. Ask a member of the first team to roll the die and pick a card. The team needs to think of a sentence about the two photographs including this word (give them a 30-second time limit before sending their counter back to the beginning and asking the next team). 19. Encourage the other teams to check that the word is used correctly. 20. The first team to reach the Finish wins. Follow up 21. Each team can nominate one of its members to talk about one of the sets of photographs for one complete minute, using comments and discourse markers/cohesive devices that they have already practised. 22. Each team could talk for a minute about the photographs as a group, taking turns to comment. This will give them an idea of how long a minute is!
  • 27. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 27 Worksheet: Board game START 1 2 3 Go forward two FINISH 4 14 5 13 6 Go back to START Miss a turn 12 7 11 10 Go back three 9 8
  • 28. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201528 Worksheet: Board game cards actually basically I mean well so therefore as a result and another thing moreover first finally in addition however on the other hand while whereas
  • 29. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 29 Classroom activity: Over to you! Timing 20–30 minutes, depending on the number of students in class Materials worksheet: Over to you!; screwed up ball of paper Rationale This activity relates to Part 3 of the test. Students will practise interacting with their peers, turn-taking, initiating and responding. Particular emphasis will be placed on listening and commenting on what their companion has said before offering another suggestion, which is often forgotten in the exam. All students need to be alert and listening in case the paper is thrown to them so that they can comment and not repeat a suggestion that has already been made. Procedure 23. The teacher reads out a situation from worksheet: Over to you! based on a Part 3 activity. 24. The teacher then throws the paper to student A and says, ‘Over to you’. 25. Student A has to make a suggestion and then throw the paper to student B, saying ‘What do you think?’ 26. Student B comments on what Student A has said and then adds another suggestion. 27. If a student forgets to make a comment or has no further suggestions, he/she is eliminated. A new situation is given and the game starts again. N.B. If the class is too lively to throw the paper, the game can also be played by students calling out a name to comment and make a further suggestion. Give less confident students some time to brainstorm or note down some suggestions for the situation before throwing the paper to one of them.
  • 30. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201530 Worksheet: Over to you! Offer some suggestions for the following scenarios. Try to use the expressions given. A local shopping centre wants to attract more people. What would attract them most? An international hotel is looking for holiday staff. Which job would be the most suitable for a student? A town wants to become more attractive for tourists. What could it do? A college wants to produce a magazine for students. Which topics would be the most interesting to include? Some friends want to help protect the environment. What is the best thing they could do? A newspaper is writing an article about noise pollution. Which noise annoys people the most? A university is organising some after-school clubs to encourage new students to make friends. Which clubs would be most popular? A television channel is making a programme about the most useful inventions in the 20th century. Which inventions should it include? A mobile phone company wants to improve its most useful feature. What should it improve? A young couple has just won a competition and can visit any country in the world. Where should they go? A small country town is celebrating a summer fair. What events should it offer for all the family? A newspaper is writing an article entitled Life was easier in the past. Which are the most important points to include?
  • 31. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 31 Handout 13: Useful expressions Making suggestions Agreeing and disagreeing  Why don’t they ...  In my opinion the best idea would be ...  They should/ shouldn’t ...  How about .........ing  I agree  I disagree  I don’t entirely agree because ...  I see your point but ...  I agree to a certain extent but ...  I agree up to a point but ...  That’s true but ...  I see what you’re saying but ...  Exactly  I couldn’t agree more
  • 32. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 201532 Handout 14: Advanced Speaking Part 3 Task 21 Interlocutor script Interlocutor: Now, I’d like you to talk about something together for about 2 minutes (3 minutes for groups of three). Here are some things that people often have to make decisions about and a question for you to discuss. First you have some time to look at the task. Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds. Now, talk to each other about what people might have to consider when making these decisions. Candidates: 2 minutes (3 minutes for groups of three) …………………………………………………………………………….. Interlocutor: Thank you. Now you have about a minute (2 minutes for groups of three) to decide in which situation it is most important to make the right decision. Candidates: 1 minute (2 minutes for groups of three) ……………………………………………………………………………..
  • 33. CAMBRIDGE ENGLISH: ADVANCED AND FIRST UPDATE FOR 2015 33 Useful links 1. Main Cambridge website: www.Cambridgeenglish.org 2. Links to updated information: http://www.cambridgeenglish.org/exams-and-qualifications/first/exam-update-for- 2015/ http://www.cambridgeenglish.org/exams-and-qualifications/first-for-schools/exam- update-for-2015/ http://www.cambridgeenglish.org/exams-and-qualifications/advanced/exam-update- for-2015/ https://www.teachers.cambridgeesol.org/ts/ 2. Access to teaching blog: www.TeachingTogether-CambridgeEnglish.blogspot.com 3. Courses and information: www.CambridgeEnglishTeacher.org 4. Teaching resources: www.cambridgeenglish.org/teach Here you can find the link to handbooks, sample papers, listening recordings, etc.