Here are my observations of Ottavia and Hannah's performance in Parts 1-4 of the Speaking test:
Part 1:
- Ottavia answers questions fluently and mostly accurately.
- Hannah answers questions with little hesitation, only to gather thoughts.
Part 2:
- The interlocutor asks Ottavia to describe the photos and say why people chose those communication methods.
- Ottavia does address both tasks.
- Hannah answers her follow-up question about the internet well.
- Hannah adequately addresses the task of discussing difficulties of learning to ski or cook.
- Ottavia satisfactorily answers her follow-up question about cooking.
Part 3:
- They use
This document contains information about a practice test for the Key English Test (KET) exam. It includes 9 parts that assess reading comprehension, writing, listening, and speaking abilities at an elementary (A2) level.
The reading comprehension section contains multiple choice and fill-in-the-blank questions about notices, conversations, books, and more. The writing section involves completing sentences, conversations, and a letter. The listening section has conversations and monologues to comprehend. Finally, the speaking section outlines an interview format to assess oral production.
This document provides an overview of the Cambridge English: Preliminary exam, also known as the Preliminary English Test (PET). It is designed to test English language skills at Level B1 of the Common European Framework. The exam assesses reading, writing, listening, and speaking abilities. It contains four papers testing these skills over 3.5 hours. Topics covered include daily life, work, travel, and relationships. The document provides sample questions and advice on preparing for each section.
This document provides information about the Solutions English language learning course. It includes a summary of the components of the course, including the Student's Book, Workbook, MultiROM, Teacher's Book, Test Bank MultiROM, and accompanying website. It describes the structure of the Student's Book, which contains 10 topic-based units with 7 lessons each, as well as language and skills review sections. It emphasizes that Solutions prepares students for their school-leaving exams by reflecting exam requirements and including exam-specific lessons.
The document contains samples of materials used to test speaking skills for the Cambridge Young Learners Flyers exam. It includes examples of tasks involving finding differences between pictures, exchanging information, and telling a story based on pictures. For each section, the candidate is given their own copy to refer to while answering questions or providing responses to the examiner, who uses a separate copy as a guide for the test.
Here are the topic sentences matched to the paragraphs:
1. There are many arguments in favour of banning cars from city centres.
2. However, a city centre without traffic does have its disadvantages.
3. For one thing, there are far too many cars on the roads.
b) Now add supporting details to each paragraph.
Paragraph 1:
There are many arguments in favour of banning cars from city centres. Air pollution from vehicle emissions would be greatly reduced if cars were prohibited from driving in city centres. Pedestrians and cyclists would also feel much safer sharing the streets without worrying about traffic. Noise pollution would decline as well without the constant honking of horns and revving of engines.
This document provides information about an exam preparation book titled "B1 preliminary and B1 preliminary for schools". It contains practice exercises and materials for the four sections of the B1 level Cambridge English exams: reading, writing, listening, and speaking. The book is divided into 15 sections that mirror the structure of the real exam. It includes worksheets, audio tracks, answer keys, and exam topic lists to help students focus their preparation. The summary provides a concise overview of the document's purpose and contents at a high level.
Get ready for ielts reading pre intermediate a2+ answernguyễn mạnh nhân
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document contains information about a practice test for the Key English Test (KET) exam. It includes 9 parts that assess reading comprehension, writing, listening, and speaking abilities at an elementary (A2) level.
The reading comprehension section contains multiple choice and fill-in-the-blank questions about notices, conversations, books, and more. The writing section involves completing sentences, conversations, and a letter. The listening section has conversations and monologues to comprehend. Finally, the speaking section outlines an interview format to assess oral production.
This document provides an overview of the Cambridge English: Preliminary exam, also known as the Preliminary English Test (PET). It is designed to test English language skills at Level B1 of the Common European Framework. The exam assesses reading, writing, listening, and speaking abilities. It contains four papers testing these skills over 3.5 hours. Topics covered include daily life, work, travel, and relationships. The document provides sample questions and advice on preparing for each section.
This document provides information about the Solutions English language learning course. It includes a summary of the components of the course, including the Student's Book, Workbook, MultiROM, Teacher's Book, Test Bank MultiROM, and accompanying website. It describes the structure of the Student's Book, which contains 10 topic-based units with 7 lessons each, as well as language and skills review sections. It emphasizes that Solutions prepares students for their school-leaving exams by reflecting exam requirements and including exam-specific lessons.
The document contains samples of materials used to test speaking skills for the Cambridge Young Learners Flyers exam. It includes examples of tasks involving finding differences between pictures, exchanging information, and telling a story based on pictures. For each section, the candidate is given their own copy to refer to while answering questions or providing responses to the examiner, who uses a separate copy as a guide for the test.
Here are the topic sentences matched to the paragraphs:
1. There are many arguments in favour of banning cars from city centres.
2. However, a city centre without traffic does have its disadvantages.
3. For one thing, there are far too many cars on the roads.
b) Now add supporting details to each paragraph.
Paragraph 1:
There are many arguments in favour of banning cars from city centres. Air pollution from vehicle emissions would be greatly reduced if cars were prohibited from driving in city centres. Pedestrians and cyclists would also feel much safer sharing the streets without worrying about traffic. Noise pollution would decline as well without the constant honking of horns and revving of engines.
This document provides information about an exam preparation book titled "B1 preliminary and B1 preliminary for schools". It contains practice exercises and materials for the four sections of the B1 level Cambridge English exams: reading, writing, listening, and speaking. The book is divided into 15 sections that mirror the structure of the real exam. It includes worksheets, audio tracks, answer keys, and exam topic lists to help students focus their preparation. The summary provides a concise overview of the document's purpose and contents at a high level.
Get ready for ielts reading pre intermediate a2+ answernguyễn mạnh nhân
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
[Ebooktienganh.com]get ready for ielts listening pre intermediate a2+ (red)Toán Nguyễn
This document provides an overview of the Get Ready for IELTS Listening book, which aims to help learners with a band score of 3 or 4 improve their listening skills and achieve a higher IELTS score. The book contains 12 units focusing on common exam topics, with each unit comprising approximately three hours of study material including vocabulary, skills development, and exam practice. It also includes two audio CDs, answer keys, glossaries, and provides exam preparation tips.
My Vocabulary for IELTS will show you all of vocabularies when testing IELTS and also teach you how to learn IELTS effectively for you to do the IELTS test! Good luck!
This document contains a lesson about music and arts. It introduces vocabulary related to these topics, such as concert hall, actress, artist, composer, and puppet. It also discusses pronouncing the sounds /ʃ/ and /ʒ/. Students practice comparing items using like, as...as, and different from. They play a game to practice the new vocabulary and sounds. The lesson aims to teach students about music and arts as well as comparing items.
Unit 1 - Giáo trình New Headway Preintermediate 3rdNguyễn Hà
This document provides an English lesson on introductions, asking and answering common questions about oneself, and using tenses including present, past, and future. It includes examples of questions like name, age, hometown, studies and examples of responses. It also covers verb conjugations and forms for different tenses. The document aims to teach English language learners how to have basic conversations by introducing themselves and asking and answering common introductory questions.
The document provides an overview of the contents of a book for IELTS exam preparation. It is divided into 20 units that cover topics frequently appearing in the IELTS exam, such as people and relationships, health, education, and cities. Each unit focuses on developing vocabulary and skills for a particular IELTS exam paper and contains practice exercises culminating in an exam practice exercise modeled on the actual exam. The book also includes an audio script, answer key, information on collocations, and exam tips to help learners prepare for the IELTS exam.
This document provides information about math lessons including the schedule, teacher details, costs, and location. The math lessons take place on weekdays after 6pm and are taught by Richard Wilson at a cost of £18 per hour in students' homes. His telephone number is 576980.
It also summarizes key details about an upcoming school trip, stating that the trip is on October 12th to visit the Science Museum for £15 including lunch, with payment due by September 30th, and return time of 5:30pm.
The document provides examples to rewrite sentences using different grammatical structures including "used to" + verb, "be/get used to" + verbing, "take/took time to" verb, "started/began" + verbing/to verb + time ago, comparisons with "er/more" and "so/as", and rewriting questions with "how much" as "how/what is the price of". The examples cover a range of tenses and structures to practice rewriting sentences in different ways for variation and practice.
Get ready-for-ielts-speaking-pre-intermediatessuserd06560
This document provides an introduction to the book "Get Ready for IELTS Speaking". It is designed to help learners achieve a higher IELTS speaking band score. The book contains 12 units focused on common IELTS exam topics. Each unit covers language development, skills development, and exam practice. It provides approximately 50 hours of classroom material. Key features include vocabulary, grammar, pronunciation exercises, exam skills development, and practice tests. Learners are advised to work systematically through the units and extensively practice the questions to improve their IELTS speaking exam skills.
1. The document outlines a lesson plan for a class on films and cinema. It includes details on the class, objectives of the lesson, materials needed, and anticipated problems.
2. The procedure has 5 stages - a warm up activity having students identify film clips, a pre-writing discussion on films, a reading of the textbook passage and completing tasks, a post-speaking activity to fill in blanks about the reading, and a wrap up.
3. The reading passage discusses the history of films from the early 19th century developments to the introduction of sound and the emergence of different film forms in later decades.
Bộ đề luyện thi olympic tiếng anh cấp tiểu học (lớp 4 5)DinhHa6
This document provides an English practice test with multiple choice questions and matching exercises for students. There are 30 multiple choice questions in section I that ask students to circle the correct answer. Section II has matching conversations between two students using information from the choices. Sections III and IV contain other exercises like matching sentences to pictures, completing sentences with missing words, and rearranging sentences in the correct order. The document aims to help students practice for an English Olympic test through different quiz-like activities.
This document provides an introduction and overview of the Get Ready for IELTS Writing book, which aims to help learners improve their writing skills for the IELTS exam. The book contains 12 units covering common IELTS writing topics, with each unit including language development, writing skills development, and exam practice. It also includes reviews every 3 units, a practice test, and answer key. The introduction outlines the book's structure and provides tips for effective study.
This document provides information on reported speech in Vietnamese, including how to change verbs, pronouns, adverbs of time and place, and other elements when changing direct speech to indirect speech. Some examples are provided to illustrate these changes. The document also provides exercises to practice changing direct speech to indirect speech.
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin, using cryptography to allow transactions to be securely recorded and verified in a decentralized database. It has now expanded beyond cryptocurrencies to include applications in areas like finance, law, and government where there is need for a secure and decentralized record of transactions and information.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in machine learning using neural networks. While progress has been made, fully general human-level artificial intelligence remains an ongoing challenge that researchers are still working to achieve.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Before you determine how to teach causative verbs, it’s important to know when to teach them. Firstly, this lesson requires existing knowledge of basic concepts. So, it is not designed for beginner ESL students. Instead, it is designed for intermediate learners that have the ability to identify subjects and verbs independently. It is a part of the Off2Class gerunds and infinitives curriculum.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
English advanced vocabulary and structure practicemllr21
The document discusses the history and development of the internet over the past 50 years, from its origins as a US military program called ARPANET to the commercialization of the world wide web in the 1990s. It then covers some of the major technological advances from the 2000s like the rise of social media and mobile internet access, and concludes by noting that the internet has changed daily life around the world and revolutionized how people communicate and access information.
Reading and Writing Skills Q3 M1-1.docxBlueBarrido
This document provides a lesson on writing patterns across disciplines, focusing on narration. It includes:
1) An example of rewriting a set of events in chronological order to create a story, with follow up questions about transition words.
2) Another example paragraph with questions about location, time transitions, event sequence, and content.
3) Information on using strategies like narration and signal words to create a unified story with a clear sequence of events.
The document then moves to a lesson on using description, including describing subjects using sensory details in a table, and identifying objective vs. subjective description in sample paragraphs.
This document provides an overview and instructions for the first unit of a textbook on English. The unit is about love and includes readings, listening, writing, and speaking activities. It introduces exercises to help students learn about expressing feelings, writing love letters, listening to songs, and discussing relationships. It previews vocabulary related to love and feelings. The document outlines the structure of the unit and lessons within, including the learning objectives, text types, and grammar and language points that will be covered.
[Ebooktienganh.com]get ready for ielts listening pre intermediate a2+ (red)Toán Nguyễn
This document provides an overview of the Get Ready for IELTS Listening book, which aims to help learners with a band score of 3 or 4 improve their listening skills and achieve a higher IELTS score. The book contains 12 units focusing on common exam topics, with each unit comprising approximately three hours of study material including vocabulary, skills development, and exam practice. It also includes two audio CDs, answer keys, glossaries, and provides exam preparation tips.
My Vocabulary for IELTS will show you all of vocabularies when testing IELTS and also teach you how to learn IELTS effectively for you to do the IELTS test! Good luck!
This document contains a lesson about music and arts. It introduces vocabulary related to these topics, such as concert hall, actress, artist, composer, and puppet. It also discusses pronouncing the sounds /ʃ/ and /ʒ/. Students practice comparing items using like, as...as, and different from. They play a game to practice the new vocabulary and sounds. The lesson aims to teach students about music and arts as well as comparing items.
Unit 1 - Giáo trình New Headway Preintermediate 3rdNguyễn Hà
This document provides an English lesson on introductions, asking and answering common questions about oneself, and using tenses including present, past, and future. It includes examples of questions like name, age, hometown, studies and examples of responses. It also covers verb conjugations and forms for different tenses. The document aims to teach English language learners how to have basic conversations by introducing themselves and asking and answering common introductory questions.
The document provides an overview of the contents of a book for IELTS exam preparation. It is divided into 20 units that cover topics frequently appearing in the IELTS exam, such as people and relationships, health, education, and cities. Each unit focuses on developing vocabulary and skills for a particular IELTS exam paper and contains practice exercises culminating in an exam practice exercise modeled on the actual exam. The book also includes an audio script, answer key, information on collocations, and exam tips to help learners prepare for the IELTS exam.
This document provides information about math lessons including the schedule, teacher details, costs, and location. The math lessons take place on weekdays after 6pm and are taught by Richard Wilson at a cost of £18 per hour in students' homes. His telephone number is 576980.
It also summarizes key details about an upcoming school trip, stating that the trip is on October 12th to visit the Science Museum for £15 including lunch, with payment due by September 30th, and return time of 5:30pm.
The document provides examples to rewrite sentences using different grammatical structures including "used to" + verb, "be/get used to" + verbing, "take/took time to" verb, "started/began" + verbing/to verb + time ago, comparisons with "er/more" and "so/as", and rewriting questions with "how much" as "how/what is the price of". The examples cover a range of tenses and structures to practice rewriting sentences in different ways for variation and practice.
Get ready-for-ielts-speaking-pre-intermediatessuserd06560
This document provides an introduction to the book "Get Ready for IELTS Speaking". It is designed to help learners achieve a higher IELTS speaking band score. The book contains 12 units focused on common IELTS exam topics. Each unit covers language development, skills development, and exam practice. It provides approximately 50 hours of classroom material. Key features include vocabulary, grammar, pronunciation exercises, exam skills development, and practice tests. Learners are advised to work systematically through the units and extensively practice the questions to improve their IELTS speaking exam skills.
1. The document outlines a lesson plan for a class on films and cinema. It includes details on the class, objectives of the lesson, materials needed, and anticipated problems.
2. The procedure has 5 stages - a warm up activity having students identify film clips, a pre-writing discussion on films, a reading of the textbook passage and completing tasks, a post-speaking activity to fill in blanks about the reading, and a wrap up.
3. The reading passage discusses the history of films from the early 19th century developments to the introduction of sound and the emergence of different film forms in later decades.
Bộ đề luyện thi olympic tiếng anh cấp tiểu học (lớp 4 5)DinhHa6
This document provides an English practice test with multiple choice questions and matching exercises for students. There are 30 multiple choice questions in section I that ask students to circle the correct answer. Section II has matching conversations between two students using information from the choices. Sections III and IV contain other exercises like matching sentences to pictures, completing sentences with missing words, and rearranging sentences in the correct order. The document aims to help students practice for an English Olympic test through different quiz-like activities.
This document provides an introduction and overview of the Get Ready for IELTS Writing book, which aims to help learners improve their writing skills for the IELTS exam. The book contains 12 units covering common IELTS writing topics, with each unit including language development, writing skills development, and exam practice. It also includes reviews every 3 units, a practice test, and answer key. The introduction outlines the book's structure and provides tips for effective study.
This document provides information on reported speech in Vietnamese, including how to change verbs, pronouns, adverbs of time and place, and other elements when changing direct speech to indirect speech. Some examples are provided to illustrate these changes. The document also provides exercises to practice changing direct speech to indirect speech.
The document discusses the history and development of a new technology called blockchain. Blockchain first emerged with bitcoin, using cryptography to allow transactions to be securely recorded and verified in a decentralized database. It has now expanded beyond cryptocurrencies to include applications in areas like finance, law, and government where there is need for a secure and decentralized record of transactions and information.
The document discusses the history and development of artificial intelligence over the past 70 years. It outlines some of the key milestones in AI research from the early work in the 1950s to modern advances in machine learning using neural networks. While progress has been made, fully general human-level artificial intelligence remains an ongoing challenge that researchers are still working to achieve.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
Before you determine how to teach causative verbs, it’s important to know when to teach them. Firstly, this lesson requires existing knowledge of basic concepts. So, it is not designed for beginner ESL students. Instead, it is designed for intermediate learners that have the ability to identify subjects and verbs independently. It is a part of the Off2Class gerunds and infinitives curriculum.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
English advanced vocabulary and structure practicemllr21
The document discusses the history and development of the internet over the past 50 years, from its origins as a US military program called ARPANET to the commercialization of the world wide web in the 1990s. It then covers some of the major technological advances from the 2000s like the rise of social media and mobile internet access, and concludes by noting that the internet has changed daily life around the world and revolutionized how people communicate and access information.
Reading and Writing Skills Q3 M1-1.docxBlueBarrido
This document provides a lesson on writing patterns across disciplines, focusing on narration. It includes:
1) An example of rewriting a set of events in chronological order to create a story, with follow up questions about transition words.
2) Another example paragraph with questions about location, time transitions, event sequence, and content.
3) Information on using strategies like narration and signal words to create a unified story with a clear sequence of events.
The document then moves to a lesson on using description, including describing subjects using sensory details in a table, and identifying objective vs. subjective description in sample paragraphs.
This document provides an overview and instructions for the first unit of a textbook on English. The unit is about love and includes readings, listening, writing, and speaking activities. It introduces exercises to help students learn about expressing feelings, writing love letters, listening to songs, and discussing relationships. It previews vocabulary related to love and feelings. The document outlines the structure of the unit and lessons within, including the learning objectives, text types, and grammar and language points that will be covered.
There are two main types of essays: argumentative and discursive. Argumentative essays expect the writer to take a stance from the beginning, while discursive essays require an unbiased presentation of information. When writing introductions for exams, students should change the question into a statement, indicate if they agree or disagree, and add relevant background information. For coursework essays, students must determine the appropriate scope of the topic.
There are two main types of essays: argumentative and discursive. Argumentative essays expect the writer to take a stance from the beginning, while discursive essays require an unbiased presentation of information. When writing introductions for exams, students should change the question into a statement, indicate if they agree or disagree, and add relevant background information. For coursework essays, students must determine the appropriate scope of the topic.
This document discusses peer review of writing assignments. It provides guidance on how to conduct an effective peer review by objectively giving feedback to help writers improve their work. Key points include focusing feedback on content over surface errors, asking questions if confused, and suggesting examples or details. The purpose of peer review is to help writers see their work through another person's perspective and learn from others' strengths and weaknesses.
This document provides guidance and exercises for effective last-minute preparation for the EGE English exam. It discusses common difficulties students face with EGE tasks and provides expanding exercises in grammar, vocabulary, listening, reading, writing and speaking to help address these challenges. These exercises include expanding wordlists, phrasal verbs, synonyms and antonyms, multiple choice questions, project work, personal opinions, essays, information gap activities, note-taking, photos, articles and sentence transformations. The goal is to go beyond just testing and provide teaching to help students improve their English skills and test-taking abilities.
Mediante el presente test se pretende evaluar los logros de los estudiantes frente a las competencias comunicativas descritas por el marco común europeo para el nivel A1.
The document provides a variety of writing prompts for middle school students across different genres of writing, including expository/informative, persuasive, how-to, descriptive, narrative, and writing about literature and nonfiction. Some of the prompts ask students to write advice to a person, explain the importance of honesty or a role model, or persuade about a new school facility or rule change. Others prompts ask students to describe events or places, tell stories, or write about themes in stories and how people's experiences shape their beliefs. The prompts are intended to give middle school students practice writing for different purposes and audiences.
The document provides a reading comprehension test with multiple choice questions about various paragraph structures and patterns, including description, narration, definition, comparison and contrast, cause and effect, problem-solution, and classification. It also includes exercises on using transitional words and devices to develop coherent narratives and descriptive paragraphs. Key concepts covered are sensory language, objective vs subjective description, and sequencing events chronologically in stories.
The document contains rubrics for assessing 9 classroom activities: role play, writing a letter, debate, magazine article, oral presentation, puzzle, scattegories, poster, and menu. Each activity is evaluated on 4 categories rated on a scale of 1 to 4. The rubrics provide teachers with guidelines to effectively evaluate students' performance in different speaking, writing, and creative projects.
The document contains a list of 10 classroom activities with their purpose, stage in the lesson, and intended audience. It then provides instructions, guidelines or rubrics for assessing each of the 10 activities which include role plays, writing letters, debates, making magazine articles, oral presentations, puzzles, games, creating posters, designing menus and family trees. The activities are intended to develop students' speaking, writing, critical thinking and creative skills at different levels and stages of a high school lesson.
This document provides content for an English chapter, including listening, speaking, reading and writing activities. The listening section includes expressions of regret, plans/intentions, predicting/speculating. Speaking covers using these expressions and doing a book review. Reading involves review texts and advertisements. Writing includes a review text and creating pamphlets/advertisements. Several dialogues are provided to practice the target language functions. Questions assess comprehension of the dialogues and teach the associated vocabulary and expressions.
This document is a student's grade 8 digital portfolio containing summaries and examples of their work from various subjects over the school year. It includes sections on core subjects like language arts, math, science, social studies, as well as electives such as music, band, and practical arts. The portfolio is well organized with topics and assignments clearly labeled and links to examples of the student's work. It also includes reflections on their performance and goals for improvement.
This document is a student's grade 8 digital portfolio containing summaries and examples of their work from various subjects over the school year. It includes sections on core subjects like language arts, math, science, social studies, as well as electives such as music, band, and practical arts. The portfolio is well organized with topics and assignments clearly labeled and links to examples of the student's work. It also includes reflections on their performance and goals for improvement.
This document is a grade 8 student's portfolio containing reflections, assignments, and examples from various subjects including language arts, math, social studies, science, music, phys-ed, French, and practical arts. It includes reflections on classroom performance, personal goals, assignments such as book reports, projects, and tests from each subject area. The portfolio is intended to showcase the student's work and progress over the academic year.
This document outlines a debate assignment for middle school students on topics related to The Hunger Games novel. Students will be randomly assigned to debate positions on whether Panem should revolt against the Capitol, if Katniss should have volunteered for her sister, if Katniss should help the revolution or Capitol, or if the Hunger Games should continue. Students will work in groups of 4, with roles of introduction speaker, two debate speakers, and closing speaker. They will research evidence from the book and SparkNotes to support their assigned position over two class periods, with one for preparation and one for the debate presentation.
This document provides instructions for an upcoming essay assignment. Students will write a 5-7 page essay proposing a solution to an education problem. They have been working on brainstorming solutions in previous assignments. The document reviews the essay prompt, timeline, and criteria. It also provides guidance on refining a solution, including exploring multiple options and explaining how the chosen solution would work and be implemented. Students are reminded to identify any additional research needed to support their arguments. The next class will be held at the library to begin this research.
The document provides guidance on how to write understandably for readers. It advises avoiding overly complex sentences, long words, and "zombie nouns" that can confuse readers. Using simple, clear language tailored to the intended audience is emphasized. The goal is for readers to easily understand the writer's purpose and points, rather than feeling the writing is intended to showcase mastery of English.
Similar to Cambridgeenglish cambridgeenglishfirstwritingandspeaking-140328075807-phpapp02 (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. 2
Handout 1 FCE Writing Task types
Complete the task descriptions, numbered 1–7, with the missing task types below.
a letter an email a report an essay
an article a short story a review
1) ........................ is written in response to the situation outlined in the input information. Candidates can expect to write to, for example, a college principal, an English speaking friend or a colleague.
2) ........................is usually written for an English language magazine. The main purpose is to engage the interest of the reader. Effective answers have a clear storyline which links coherently to the prompt sentence and demonstrates a sound grasp of narrative tenses.
3) ........................is written for an English language magazine or newspaper, and the reader is assumed to have similar interests to the writer. The main purpose is to interest and engage the reader, so there should be some opinion or comment.
4) ...................... is usually written for a superior or a peer group. Candidates are expected to give some factual information and make suggestions and recommendations. It should be clearly organised and may include headings.
5) ......................... is written in response to the situation outlined in the question. It requires a response which is consistently appropriate in register and tone. It could be written to, e.g. an English speaking friend or colleague, a potential employer, a college principal or a magazine editor.
6) ..................... is usually written for an English language magazine, newspaper or website. The main purpose is to describe and express a personal opinion about something which the writer has experienced and to give the reader a clear impression of what the item discussed is like. Descriptions, explanation and recommendation are key functions to this task.
7) ...................... is usually written for a teacher and may be written as a follow-up to a class activity. It should be well organised with an introduction, clear development and an appropriate conclusion. The main purpose of the task is the development of an argument and/or discussion of issues surrounding a certain topic. Candidates are expected to give reasons for their opinions.
3. 3
Handout 2 Example answers to Writing Part 1
Example Answer A
Example Answer B
Example Answer C
4. 4
Handout 3 Part 1 question
FCE Writing Part 1
You must answer this question. Write your answer in 120–150 words in an appropriate style on the opposite page.
You have arranged to visit your English-speaking friend, Chris, for the weekend. Read Chris’s letter, and the notes you have made. Then write a letter to Chris, using all your notes.
Write your letter. You must use grammatically correct sentences with accurate spelling and punctuation in a style appropriate for the situation.
No, because …
Say which and why
Hi! I’m so glad you can come and stay with me for the weekend. There’s a Science Festival in my city that weekend and I thought we could go to it.
The Festival Programme looks great. We can go to the exhibition in the morning, but in the afternoon we have to choose one of these talks: ‘Can Animals Speak?’ which is about animal communication, or ‘The Power of the Sun’. Which would you prefer?
Is there anything else you need to know about the festival?
Finally, would you like to stay with me for a bit longer? There’s so much that I want to show you.
See you soon.
Best wishes
Chris
Yes!
Ask Chris about …
5. 5
Handout 4: Extracts from answers to Part 1
Here are examples of how some candidates handled the prompts. Each bullet point is from a separate answer. Identify what the problem is with each one.
Prompt 1
Great to hear from you. I haven’t been back to the park that you and I explored together last time you came to see me – it was such fun and I still enjoy looking at the photos.
I don’t mind going to the festival with you.
Prompt 2
I would prefer ‘the power of the sun’.
I would like to go the talk on animal communication because it will be more interesting.
Both talks seems to be nice but I prefer Can Animals Speak because it is nice to learn about the communication of for example Mondays.
Prompt 3
Can you pick me up from the station?
Prompt 4
No because I will take an exam next week.
I’m sorry I mustn’t stay in your home longer.
6. 6
Handout 5: Teaching ideas for Part 1 prompts
Three strategies for handling Part 1 prompts are:
1. Always get learners to plan their answers before writing and, where possible, to plan orally with a partner. Set questions for learners to discuss and answer such as:
What is the scenario?
Who are they writing to?
What reason could they give for not being able to stay longer, etc.
1. This will help them use the appropriate register and include appropriate content.
2. Show learners contrasting sample answers, some strong and some weak. The weak answers can help learners to understand and avoid weaknesses and the strong answers can be a source of ideas and language. Vary when you do this – showing sample answers before learners write their own answers can be a helpful way to guide learners in their writing, although at times you will want to challenge them more and show the sample answers after they have written their answers, so they can compare.
3. Examine prompts from past papers, identifying:
exactly what they have to do (e.g. expand, ask a question, give a reason)
the functional language required (e.g. explaining, suggesting, requesting information)
what each should be about (focus on relevance). Candidates could then brainstorm several variations of what they could write.
7. 7
Handout 6: Part 1 gapped answer
Dear Chris,
Thank you very much for your quick reply. I’m so happy that I found a free weekend to visit you.
1 __________________________________________________________________ ___________________________________________________________________
You know, because of my job I haven’t so much time to visit such festivals.
2 __________________________________________________________________ ___________________________________________________________________
But if you would rather listen to the other one it’s okay as well.
I have two questions about it. I would like to know
3 __________________________________________________________________ ___________________________________________________________________
Unfortunately, I can’t stay longer because
4 _________________________________________________________________. ___________________________________________________________________
I’m looking forward to seeing you soon!!
Lots of love
1
A
It would be fantastic if we could go to this Science Festival in your city. I’m very keen on science and it would be a great chance for me.
B
I would like to go to the festival with you.
2
A
I think the ‘Power of the Sun’ is more interesting.
B
I would prefer the talk about animal communication. I love animals and when I was a child I always annoyed my mother with questions about them.
3
A
how long it would be in your city and are there any facilities for example games or exhibitions especially for children?
B
I can see other talks at the festival and they are interesting.
4
A
Next week I have an important exam and I failed it.
B
I have so much to do for my job.
8. 8
Handout 7: Key to Part 1 gapped answer
1
A
It would be fantastic if we could go to this Science Festival in your city. I’m very keen on science and it would be a great chance for me.
B
I would like to go to the festival with you. The candidate hasn’t given a reason.
Sample improved version: I would love to go to the festival with you because science is my favourite subject at school.
2
A
I think the ‘Power of the Sun’ is more interesting. The prompt isn’t developed so there is a very limited range of language
Sample improved version: I think the ‘Power of the Sun’ sounds fascinating as global warming is such an important issue.
B
I would prefer the talk about animal communication. I love animals and when I was a child I always annoyed my mother with questions about them.
3
A
how long it would be in your city and are there any facilities for example games or exhibitions especially for children?
B
I can see other talks at the festival and they are interesting. The candidate hasn’t formed questions.
Sample improved version: if I can see other talks at the festival and whether there are any other interesting ones?
4
A
next week I have an important exam and I failed it. The candidate hasn’t used the correct tense and so it is confusing.
Sample improved version: next week I have an important exam and I must study hard because I don’t want to fail it
B
I have so much to do for my job.
9. 9
Handout 8: Key to ‘Frequently confused words’
Key:
1. The festival will take part next weekend.
The festival will take place next weekend or I will take part in the festival next weekend.
The candidate is confusing the phrasal verbs take part and take place, perhaps because they look very similar and they can both be used when talking about festivals, shows, etc.
2. We don’t want to lose our visit to the museum.
We don’t want to miss our visit to the museum.
The candidate is confusing the verbs miss and lose as both can mean something is absent.
3. I was there and it was greatful.
I was there and it was great.
The candidate is confusing the adjectives great and grateful, thinking that they are one word or belong to the same family as they are pronounced the same.
4. I’m writing a book named ‘The World’.
I am writing a book called ‘The World’.
The candidates is confusing named and called as they both refer to what something’s name is and they are using the more formal named instead of the less formal called.
5. You can’t miss to order the wine.
You shouldn’t forget to order the wine.
The candidate is confusing the modal verbs for advice shouldn’t and can’t as well as miss and forget, as in some languages there aren’t two separate words for these concepts, and they both express absence.
10. 10
Handout 9 Worksheet: What kind of mistake?
Impeding – prevents understanding
Non-impeding – we understand despite the mistake
1. I hate it when Mum asks me to keep a foot on my little sister. I don’t like looking after her.
2. I always help my mother make the housework.
3. Jane likes opera and nor do I.
4. I’ll take an umbrella so that it rains.
5. I have a really high tree growing in my garden.
6. You can walk – the post office is far from here.
7. He doesn’t really enjoy to play tennis.
8. I’m interested on history – I love reading historical books.
9. I met him tomorrow.
10 If you had studied harder, you will pass the exam.
11. 11
Handout 10 Part 1 answers
Script A
Dear Chris Thank you for your answer. I'am very happy to hear from you again. I would love to join you at the Science Festival. It must be a lot of fun. I am very fond of going to the exhibition in the morning. I would like to choose the talk about animal communication. It must be very interesting to hear about the different possibilities for communication with animals. I heard about a monkey which can remember arround 250 signs and is able to use them for communication with its trainer. Can you imagine that? It is maybe possible to discuss that. Can we see some chemistry experiments in the morning? Unfortunately I can't stay a bit longer with you, because I have a lot of work to do and a very important exam to prepare for.
I am looking forward to see you again.
Best regards
Script B
Hi Chris
I'm looking forward visiting you in London. It's a nice idea to go to this Science Festival. I didn't know, that there's going to be one in your city. We're going to take this chance. It will be interesting.
Now here are my toughts about the two different talks. The first one named "Can Animals Speak?" would be funny for sure, but the other one named "The Power of the Sun" would be better, because it is something for the future. Maybe I can use something from it for my job as IT‐Specialist. This one has a bit more to do with techniks. By the way, what's the name of the festival? I want to read in the internet about it, what's important to see at this festival. How many people will be there?
It's a pitty that I can't stay longer. I have to go, to school on Monday.
Best wishes
12. 12
Handout 11 Part 2 question
You have seen this announcement in an international magazine.
Write your article.
Talk about what you would expect in terms of:
1. Content
2. Communicative conventions
3. Organisation
4. Language
MY FAVOURITE TEACHER
Tell us about a favourite teacher of yours and say what you remember about him or her.
We will publish the most interesting articles next month.
13. 13
1) You have seen this announcement in an international magazine:
Friendship Today
How do you make friends?
Do friends have to agree on everything?
The best articles will be published in next month’s magazine.
Write your article.
Handout 12 Part 2 answer
Part 2 question
14. 14
Handout 13 Part 2 answer
Friendship Today
What is the basic of a real friendship?
The new electronic world give us a lot of opportunities about friendship. With differant tools like Facebook is it easier to keep relations actif even if you're fare away from your friend and thats great.
But is it necessary to comunicate in the same way with friends which are next to you? If we do so, we will loose the face to face contact and that's not great.
Friendship is something very individual and is based on differant circumslances as I already mentionned. The most important thing is to be honest with your friends, even if he/she has another opignon. The basis of a friendship is confidence, acceptance and it doesn't matter where you're friend is located.
Sometimes is it ok to have another point of view to build up a deeper own meaning.
Take care of your friends!
15. 15
Discourse management definitions
Here are some areas which are assessed under the broad heading of Discourse management. Can you match an item to its definition?
Relevance
1) Words and phrases which explicitly state the relationships between sentences, paragraphs and ideas. Examples are: so, as a result, and, in addition, however, on the other hand, finally.
Coherence and cohesion
2) The stretch of language produced (which is more than just a short phrase) should be appropriate to the task. Long turns expect longer stretches of language, but a task involving discussion will include shorter responses.
Cohesive devices
3) What the candidate says should be related to the task and not about something else.
Extent
4) This means that a contribution is unified and structurally organised, and it is easy to follow the progression of ideas. One way of doing this is to use cohesive devices, but candidates can also use related vocabulary and reference pronouns.
16. 16
Sample Speaking test: Ottavia and Hannah
Part 1
Watch Ottavia and Hannah in Part 1 of the Speaking test, and decide whether the following comments refer to Ottavia, Hannah or both of them:
Answers questions fluently and mostly accurately.
Answers questions with little hesitation, only to gather thoughts.
Speaks rather hesitantly at times.
Speaks rather fast at times (maybe due to nerves) but shows good fluency.
Occasional inappropriate usage.
Sometimes tails off at the ends of her utterances.
Some inaccuracies but corrects herself naturally.
Extends where necessary.
Part 2
Listen carefully to the interlocutor’s instructions to Ottavia. Does he ask her to describe the two photos? Her other task is to say why the people have chosen to communicate in the different ways shown in the photos.
Now listen to Ottavia speaking for a minute. Does she do as the interlocutor instructed?
How well does Hannah answer her follow-up question about the internet?
Hannah is asked what people might find difficult about learning to ski or to cook. Does she address her task well?
How well does Ottavia answer her follow-up question about cooking?
As a teacher, what correction point would you focus on, to deal with accuracy, after watching this part?
17. 17
Part 3
According to Cambridge ESOL assessors, both candidates interact well, Hannah very well. Watch the clip and note how the two candidates interact.
What phrases do they use to develop the interaction?
How could they interact better with each other?
What does Hannah do that Ottavia does not in terms of developing the discussion?
How do they move the discussion along?
Do they reach a decision?
Part 4
Below are some comments by Cambridge ESOL examiners on the performances of the two candidates. Watch the video clip of Part 4, then fill in the gaps with a suitable word from the list.
pronunciation, fluency, little, extends, range, structures, fully, personal, all, vocabulary, hesitant, grammatical, develops, inaccurate
Ottavia answers ………… her questions and tries to extend her answers a ……...... . She is less hesitant when talking about …………….. experiences. This seems to give her confidence and her …………… improves. She shows a good range of ……………. and ……………., but is sometimes rather ………………. .
Hannah answers all her questions ………….. , she ……………… her ideas and …………… where she can. She is sometimes …………………. when she is trying to explain complex ideas, and has occasional …………………… problems (for example with singular and plural), although her ……………. of vocabulary is good.
The …………………… of both candidates is easily understood.
Why have the people chosen to communicate in these different ways?
18. 18
What might the people find difficult about learning to do these different things?
19. 19
How could these different things help the students to learn about life in another country?
Which two would be most useful for the students?
20. 20
Worksheet: What is the best answer?
A) Read these extracts of different students completing Part 1 of the Cambridge English: First Speaking test. Then answer the questions that follow.
Student 1:
Examiner:
Where are you from?
Student:
Barcelona
Examiner:
Do you like living there?
Student:
Yes.
Examiner:
Why?
Student:
My family. My friends.
Student 2:
Examiner:
Where are you from?
Student:
Barcelona, in Spain.
Examiner:
Do you like living there?
Student:
Of course! All my friends and my family live there and there are many things to do. Barcelona is a very popular city!
Student 3:
Examiner:
Where are you from?
Student:
I am from Barcelona. It is the second-biggest city in Spain and the biggest city in Catalonia in the north-east of Spain. It has a population of more than 4 million people. Barcelona is very popular with tourists because it is a beautiful city and has many attractions for visitors to see, especially the famous architecture of Gaudi. It is also an industrial city and the textile, chemical and pharmaceutical sectors are all big employers in the region. It is also famous for football …
Which answer do you think is the best? Which one sounds most natural?
B) To practise for Part 1 of the Cambridge English: First Speaking test, discuss these questions with your partner. Try to make your answers as natural-sounding as possible.
How do you get to work/school/college every day?
What is your favourite time of the year? Why?
Do you like listening to music? What kind of music do you listen to?
Are you more of a morning person or an evening person?
What do you like to do with your friends?
21. 21
Classroom activity: Part 2 – answering the question
Timing 10 minutes
Materials One copy each of worksheet (A): Answering the question for half the class, and one copy each of worksheet (B): Answering the question for half the class.
Rationale This activity helps students focus on answering the second question in Part 2 of the test, going beyond simply comparing and contrasting the photographs. It could be used at any time during a Cambridge English: First preparation course.
Procedure
1. Ask students to remind you of the format of Part 2 of the Cambridge English: First Speaking test. Clarify that they must speak alone about two photographs. They always have two questions to answer, one is to compare and contrast the two photographs and the second usually develops on the theme of the photographs.
2. Before giving out the worksheets, explain to students that they cannot show their worksheet to their partner, and that after they read their questions, they must fold their worksheet so that their partner can see their photographs, but not the question. You might want to demonstrate by folding the page appropriately for students. Tell students that while they are speaking, their partner’s job is to guess what the second question is.
3. Distribute the worksheet (A): Answering the question to one person in each pair. Ensure that they read the question before folding the page and showing the photographs to their partner. Give student A a minute to speak and then ask student B in each pair to guess what the question was.
4. Distribute the worksheet (B): Answering the question to the students who listened the last time. Ensure that they read the question, fold the page and show the photographs to their partner. Give them a minute to speak and then allow time for student A to guess the supplementary question.
5. In feedback, you can discuss whether students guessed right or wrong and you could give (or elicit from students) some good examples of ways to answer the questions that they have just discussed.
22. 22
Worksheet (A): Answering the question
Student A
You are going to answer the following questions about the photographs. Read the
questions, but do not tell your partner what the questions are. Fold the sheet and show
the photographs to your partner, but do not show them the questions.
Here are two photographs of people eating. Compare and contrast the
photographs and say what you think the people are enjoying about eating
in these situations.
****************fold here***************************fold here*********************************
23. 23
Worksheet (B): Answering the question
You are going to answer the following questions about the photographs. Read the
questions, but do not tell your partner what the questions are. Fold the sheet and show
the photographs to your partner, but do not show them the questions.
Here are two photographs of people with animals. Compare and contrast
the photographs and say why you think the animals are important to these
people’s lives.
****************fold here***************************fold here*********************************
24. 24
Practising comparative structures
Timing 20–30 minutes, depending on the number of students in class
Materials Pairs of photographs brought in by the students
Rationale This relates to Part 2 of the test. It should be more motivating for students if they bring in their own photographs, for example of singers, actors, sports, animals, etc. This activity works best when the photographs are all on the same theme. Students will practise using comparative structures and focusing on the language as they write sentences, then try to match them to visuals. Students need to be able to use comparatives structures – this is a good practice activity after doing written exercises on this language point. The activity also involves moving around the room, which is another advantage when teaching restless teenagers.
Procedure
6. Put the students’ pairs of photographs around the classroom, keeping each pair together. Give pairs of students some strips of paper to write each sentence on.
7. Students walk around in pairs, and write one sentence for each pair of photos. Tell students not to make it too obvious which pictures the sentences refer to. For example, for a pair of pictures showing cycling and walking, ‘the first sport is more demanding than the second’ is less obvious than ‘cycling is more demanding than walking’.
8. When students have finished, collect all the sentences they have written.
9. Students now choose a strip of paper (not their own), walk around again and put it beside the photographs it describes. They continue doing this until all the strips of paper are gone.
10. Feedback can be conducted by asking a student to hold up the photographs for the class to see, while another student reads the sentences chosen to match those visuals. There may well be lively discussion if opinions differ, for example, on the merits of one singer or band over another. Hopefully the discussion will also include plenty of comparative structures.
25. 25
What are the challenges of the Writing paper?
Answering the question and completing the task fully
Using a good range of grammar and vocabulary
Using an appropriate style and register
Understanding the format and style of different types of texts
Using different grammatical forms accurately
Covering all the content points and using their own words in Part 1
Organising their ideas clearly
Giving clear opinions and expanding their ideas effectively
Strategies for handling Part 1 prompts
Plan answers before writing: orally or in writing.
Set questions for discussion, e.g.:
What is the scenario?
Who are you writing to?
What reasons can you give?
Show contrasting answers (strong and weak):
• Weak answers help understanding and how to avoid problems
• Strong answers help by giving ideas and language
Examine prompts from past papers.
Identify:
• What learners have to do
• The functional language required
• What each prompt is about.
Brainstorm a range of answers.
26. 26
How do you help your students learn to use confusing words correctly?
• Students gap-fill sentences, choosing from options of frequently confused words.
• Look at sentences in class containing frequently confused words and focus on context and sentence structure in each one, to help understand the differences.
• Students write personalised sentences using frequently confused words.
• Focus on frequently confused words within a topic, e.g. an interview which contains the words ‘say, tell, speak, talk’.
27. 27
Useful links
1. Main Cambridge website:
www.cambridgeenglish.org
2. Access to handouts and teaching blog:
www.TeachingTogether-CambridgeEnglish.blogspot.com
3. Courses and information:
www.CambridgeEnglishTeacher.org
4. Teaching resources:
www.teachers.cambridgeesol.org
The link to handbooks, sample papers, listening recordings, etc. is:
Home» Exams » General English » Cambridge English: First