Pre-teaching vocabulary at lower levels - Fernando Rey
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The document discusses pre-teaching vocabulary at lower levels. It recommends reserving part of the whiteboard each class for new words. Key vocabulary that will be used in the lesson should be introduced at the beginning, using visuals, repetition, and translation to help students understand. This pre-teaching of vocabulary is a small change that can make lessons more efficient and help reduce students' anxiety, especially at elementary levels. Research also supports pre-teaching vocabulary to aid comprehension.
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This document provides an overview of the C2 Proficiency Speaking exam. It discusses that the exam is 16 minutes long and contains 3 parts: an interview, a collaborative task, and a discussion task. Video examples are shown of Part 1 and Part 2 to demonstrate what is expected in each section. The document also notes that there will be practice activities for each part to help students prepare for the exam format and expectations.
Cpe speaking part 4
The document discusses extra materials and activities for improving speaking skills for the Cambridge C2 Proficiency exam. It recommends finding a study buddy to practice speaking exercises with using video chat platforms. For those without partners, it suggests practicing Parts 1, 2, and 4 alone using recording devices and getting feedback from teachers. Overall, the document provides tips for supplementing exam preparation through at-home speaking practice with partners or solo using technology.
Cpe speaking part 3
This document provides guidance on making the most of feedback from teachers on speaking skills for the Cambridge C2 Proficiency exam. It emphasizes that feedback, whether oral or written, will cover all exam criteria and uses examples to illustrate the type of comments teachers may provide to help students improve their speaking performance.
Cpe speaking part 2
The document discusses how the speaking portion of the Cambridge C2 Proficiency exam is assessed. It is assessed based on several criteria including maintaining control of a wide range of grammatical forms, using appropriate vocabulary for unfamiliar topics, producing extended language with ease and flexibility, making coherent and relevant contributions, using cohesive devices, having intelligible pronunciation, and interacting easily with other speakers. The document provides details on each assessment criteria and examples of language at different proficiency levels. It also includes a worksheet activity that asks students to evaluate sample student speaking performances and determine which student scored higher.
Cae speaking part 4
This document provides resources and materials to help students prepare for the speaking portion of the C1 Advanced exam. It lists links to practice modules, activities, and PDF guides focused on improving performance in the speaking test through extra speaking materials and further speaking resources from Cambridge English. The document encourages students to utilize these supplemental resources to strengthen their speaking skills.
Cae speaking part 3
The document provides information about the C1 Advanced Speaking test, including what is assessed. It explains that the interlocutor focuses on general performance and communication skills, while the assessor focuses on grammatical resource, lexical resource, discourse management, pronunciation, and interactive communication. Sample examiner comments are also provided that assess fluency, coherence, accuracy, and effort to build on ideas. The document concludes with tips for each part of the speaking test and encourages finding a study partner to practice.
Cae speaking part 2
This document provides information about the different parts of the speaking section of the C1 Advanced exam:
1) Part 1 tests candidates' ability to use general social and interactional language and to give basic personal information. Candidates may be asked individual questions or asked to discuss with each other.
2) Part 2 tests candidates' range of language and their ability to invite opinions and ideas from their partner. Candidates are expected to share the interaction and initiate and respond appropriately.
3) Part 3 tests candidates' ability to speak uninterrupted, showing their ability to organize thoughts and ideas coherently with appropriate language. Candidates can choose which prompts to discuss and are not expected to discuss all five prompts.
Cae speaking part 1
The document provides information about the C1 Advanced Speaking exam. It discusses the four parts of the speaking exam: 1) a 2-minute introductory discussion between the two candidates and examiners; 2) a 4-minute part where candidates discuss photographs; 3) a 4-minute collaborative discussion and decision-making task; and 4) a 5-minute concluding discussion. The document outlines the timing, participants, and objectives assessed in each part to help candidates prepare for the exam.
FCE speaking - part 4
This document provides resources and materials to help prepare for the speaking portion of the B2 First exam. It includes links to practice modules, extra speaking activities, and self-study guides from Cambridge English to improve speaking skills and performance on the exam. The document repeats the phrase "Getting ready for B2 First Speaking" multiple times.
FCE speaking - part 3
This document discusses how to make the most of teacher feedback on speaking for the B2 First exam. It emphasizes that feedback, whether oral or written, will cover all exam criteria and can help students identify areas to improve. The document encourages students to thank their teacher for taking the time to provide feedback to help them prepare for the speaking portion of the B2 First exam.
FCE speaking - part 2
This document provides information about the different parts of the B2 First Speaking exam:
1) Part 1 tests candidates' ability to use general social and interactional language and to give basic personal information about themselves.
2) Part 2 tests candidates' range of language and their ability to invite opinions and ideas from their partner, sharing the interaction and initiating and responding appropriately.
3) Part 3 tests candidates' ability to speak uninterrupted, organizing their thoughts and ideas coherently using appropriate language.
FCE speaking - part 1
The document provides information about the B2 First Speaking exam. It discusses that the exam is 14 minutes long and contains 4 parts. Part 1 involves questions about candidates' backgrounds. Part 2 has candidates discuss photographs. Part 3 requires candidates to discuss a written question together and make a decision. Part 4 leads to a general discussion of Part 3 topics. The document outlines the timing, tasks, and focus of each part to prepare candidates for the exam format and expectations.
CAE writing 2 - part 3
This document provides information and activities to help students prepare for the Writing Part 2 section of the Cambridge C1 Advanced exam. It includes extra material and links to online resources to improve writing essays in response to a point of view, argument or problem. The document also references preparation materials for the Writing Part 1 section of the lower level B2 First exam.
CAE writing 2 - part 2
This document contains feedback from a teacher on a student's performance on the Writing Part 2 section of the Cambridge C1 Advanced exam. The teacher provides marks and comments for each criteria: Content, Communicative Achievement, Organisation, and Language. The total score is 11, just below the pass mark. The overall comment advises the student to work on language accuracy and organization, which will help express more complex ideas and improve communicative achievement. The teacher offers additional resources and practice activities through an online platform to help the student follow up on the feedback.
CAE writing 2 - part 1
This document provides an overview of the Cambridge C1 Advanced Writing Part 2 exam. It discusses the following key points:
- Writing Part 2 consists of 2 tasks - an essay and choosing one question from 3 options to write a 220-260 word email/letter, report, review or proposal.
- Sample tasks are reviewed for an email/letter, report, review and proposal to demonstrate the requirements.
- Assessment criteria are discussed including content, communicative achievement, organization, and language. Specific criteria are matched to each area of assessment.
- Students are instructed to practice the part 2 tasks at home by writing responses using their own plans.
CPE writing 2 - part 4
The document discusses resources for practicing writing parts for Cambridge English exams, including C2 Proficiency and B2 First exams. It provides links to websites like englishexamslab.com and moodle-anglo.com that offer extra practice materials for writing tasks. Sample tasks and further resources are available on cambridgeenglish.org and writeandimprove.com to help improve skills for writing part 2 of the C2 Proficiency exam.
CPE writing 2 - part 3
1) The document provides guidance and feedback on writing for Cambridge English exams, including the C2 Proficiency exam.
2) It discusses activities for improving writing skills, such as using feedback from teachers and tutors.
3) Sample feedback is given for a writing assignment, addressing areas like content, organization, language, and suggestions for improvement.
CPE writing 2 - part 2
This document discusses the expectations for the Writing Part 2 section of the Cambridge C2 Proficiency exam. It explains that examiners consider four subscales when evaluating writing: content, communicative achievement, organization, and language. Candidates are provided examples to match with each subscale. The document also includes sample exam questions that ask candidates to match explanations about why certain writing elements are important. Worksheets are included for candidates to practice applying the subscales and explanations. Finally, candidates are instructed to review sample exam responses, evaluate which response they prefer and why, and identify ways to improve weaker responses for homework practice.
CPE writing 2 - part 1
The document provides guidance on preparing for the Writing Part 2 section of the Cambridge C2 Proficiency exam. It discusses the various task types that may be included, such as articles, reviews, letters, and reports. It emphasizes the importance of understanding the purpose, target reader, and writer's role specified in each question. Preparation tips are given for each task type, including reading examples, developing vocabulary, and understanding appropriate structure. Candidates are advised to choose tasks that interest them and to carefully read the context of each question before planning their response.
FCE writing 2 - part 4
The document provides resources and guidance for preparing for the Writing Part 2 section of the Cambridge B2 First exam. It outlines an activity with extra materials to improve Writing Part 2 skills and lists further resources including a PDF from Cambridge English and a writing checklist to aid exam preparation. Links are included to websites with additional practice materials for Writing Part 2.
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Pre-teaching vocabulary at lower levels - Fernando Rey
- 2. frey@anglo.edu.uy Every class, I save one side of the whiteboard for a NEW WORDS section
- 4. frey@anglo.edu.uy The idea is to pre-teach vocabulary and phrases that will be used throughout the lesson and students may not know.
- 6. frey@anglo.edu.uy Right at the beginning of the lesson I’d pre-teach the following items…
- 8. frey@anglo.edu.uy I’d use a visual contrast to elicit big and small I’d elicit accent from the similarity with spanish. If necessary, I provide the meaning in spanish. From different (which is also very similar to spanish) I’d elicit same.
- 9. frey@anglo.edu.uy Then I do chorus repetition and start with the lesson.
- 10. frey@anglo.edu.uy I leave the items on the whiteboard for later reference.
- 11. frey@anglo.edu.uy It’s not a big deal, and won’t change your lessons dramatically.
- 12. frey@anglo.edu.uy But I’ve always found it useful and more efficient in terms of remembering new words.
- 13. frey@anglo.edu.uy It also helps reducing students’ affective filters, especially at elementary levels.
- 14. frey@anglo.edu.uy I’ve always done it out of common sense.
- 15. frey@anglo.edu.uy But according to what Penny Ur said in the congress, this is backed up by research.
- 17. frey@anglo.edu.uy Hope you find it useful too.
- 18. Thank you!
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