This month our students from Pre A1 Starters to C1 Advanced will talk about the importance that relationships have for people’s happiness and wellbeing while they continue improving their English.
Happy teaching!
New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
Natural disasters and tragedy are a part of life, and they attract attention and persist in people’s memory. People also react to them in different ways. This is the topic of this month’s activities. Our C1 Advanced and C2 Proficiency students will find out about an explosive documentary while they stretch their listening skills and practise their speaking and writing. B1 Preliminary and B2 First students will reflect on the choice of some tourist destinations. Our A2 Flyers and A2 Key students can have fun while they learn about volcanoes and make their own! Happy teaching!
It's almost October and this month our activities are dedicated to the topic of Halloween.
Students from Pre A1 Starters to C1 Advanced will have the opportunity to discuss this fun topic while improving their English.
Happy teaching!
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
It’s almost December and Christmas is coming up. Our activities for students from A1 Movers to C1 Advanced will help them improve their English while they learn more about this festive season. Happy teaching!
This month our students from A1 Movers to C1 Advanced will talk about challenges and friendship in very cold weather conditions while they continue improving their English.
Happy teaching!
This month our students from A1 Movers to C1 Advanced will learn about lifestyles, physical activity and hobbies while they continue improving their English. Happy teaching!
New Year and new beginnings!
This month we want to engage students as much as possible in the learning process with our activities for learners from A1 Movers to C1 Advanced.
Happy teaching!
Natural disasters and tragedy are a part of life, and they attract attention and persist in people’s memory. People also react to them in different ways. This is the topic of this month’s activities. Our C1 Advanced and C2 Proficiency students will find out about an explosive documentary while they stretch their listening skills and practise their speaking and writing. B1 Preliminary and B2 First students will reflect on the choice of some tourist destinations. Our A2 Flyers and A2 Key students can have fun while they learn about volcanoes and make their own! Happy teaching!
It's almost October and this month our activities are dedicated to the topic of Halloween.
Students from Pre A1 Starters to C1 Advanced will have the opportunity to discuss this fun topic while improving their English.
Happy teaching!
The academic year is almost over and we want to take the opportunity to reflect on opportunities and future careers with our students. Our B2 First and C1 Advanced learners will listen to an inspiring speech and discuss the topics of success and failure. Our B1 Preliminary and B2 First students can talk about luck, fate and destiny while they practise different skills. Our A1 Movers and A2 Flyers students can improve their vocabulary related to work and professions while they have some fun. Happy teaching!
It’s almost December and Christmas is coming up. Our activities for students from A1 Movers to C1 Advanced will help them improve their English while they learn more about this festive season. Happy teaching!
This month our students from A1 Movers to C1 Advanced will talk about challenges and friendship in very cold weather conditions while they continue improving their English.
Happy teaching!
This month our students from A1 Movers to C1 Advanced will learn about lifestyles, physical activity and hobbies while they continue improving their English. Happy teaching!
This month we wanted to celebrate the arrival of the summer with activities about holidays and travel. Our B2 First students and C1 Advanced students will read about jobs that involve travelling and consider the advantages and disadvantages of this. Our B1 Preliminary and B2 First students will look at options for holiday activities around the UK. Finally, our young learners will talk about summer and compare their ideas of a perfect holiday. Happy teaching!
June already! Nice weather and free time! Do you feel like spending time outdoors? Your students probably do too, so this month our activities give learners the opportunity to imagine they are travelling to a desert island, to find out more about some well-known people, and to make plans with their friends while they practise their speaking and listening. Happy teaching!
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
IELTS Writing Task 1 - Five Imprtant Features of Graphs You Must KnowIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This month we’re going to explore the world from home or our classroom! These activities take students from Russia to Perú and the United Kingdom, visiting some of the most famous museums and sights along the way. Students from A1 Movers to C1 Advanced will have the opportunity to find out more about virtual reality and have fun with some handicrafts. Happy teaching!
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This month we wanted to celebrate the arrival of the summer with activities about holidays and travel. Our B2 First students and C1 Advanced students will read about jobs that involve travelling and consider the advantages and disadvantages of this. Our B1 Preliminary and B2 First students will look at options for holiday activities around the UK. Finally, our young learners will talk about summer and compare their ideas of a perfect holiday. Happy teaching!
June already! Nice weather and free time! Do you feel like spending time outdoors? Your students probably do too, so this month our activities give learners the opportunity to imagine they are travelling to a desert island, to find out more about some well-known people, and to make plans with their friends while they practise their speaking and listening. Happy teaching!
Do you want to have a B2 English certificate?
Do you want to get into an English speaking university?
Do you want to improve your job prospects?
This course is designed to help you prepare yourself for the Cambridge English First (FCE) B2 level English exam. This is a globally recognised language exam – accepted by lots of education and work institutions around the world!
In this course I give you all the best tips, techniques and resources to effectively prepare yourself for the B2 First Certificate: FCE Speaking paper. I go through each part of this paper giving you the best advice on how to answer the questions, so hopefully it won't be necessary for you to spend lots of extra money on lessons.
There is no other course that I have found which focuses on and instructs you how to pass each section of this exam, using exam samples for practice exercises. This course allows you to concentrate specifically on what you need to do in order to pass the Speaking paper.
The course comprises 75 slides with lots of useful information, tips, resources and practice exercises. Homework exercises are given.
What you need to take this course:
You should have a lower-intermediate (A2-B1) level of English
It is better if you have a personal computer (pc) or laptop
Who should take this course?
Lower intermediate (A2-B1) level English students who would like to get into university.
Lower intermediate (A2-B1) level English students who would like to get better jobs.
Lower intermediate (A2-B1) level English students who would like to have more job opportunities.
Any student who wants a B2 English language certificate!
After taking this course:
Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
Students will be able to prepare themselves more effectively for the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' Paper
IELTS Writing Task 1 - Five Imprtant Features of Graphs You Must KnowIELTSBackup
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
This month we’re going to explore the world from home or our classroom! These activities take students from Russia to Perú and the United Kingdom, visiting some of the most famous museums and sights along the way. Students from A1 Movers to C1 Advanced will have the opportunity to find out more about virtual reality and have fun with some handicrafts. Happy teaching!
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Table Talk is conversation-based learning. This book is designed to help teachers create an atmosphere conducive to conversation by making the language spoken in class both comprehensible and engaging and build student confidence in answering questions. This will allow students to practice speaking English without the fear of being “on stage”. With “Table Talk!” students can spend time formulating their conversations, self-reflect and self-assess, have realistic conversations with peers of differing skill levels, and in the end, feel confident in their abilities. This will encourage participation by making sure everyone get a turn to use their ability in a way they are comfortable to. When something can be learned without effort, great effort has gone into its teaching. This book has done the hard work for you. Enjoy.
Sample Booklet-Vocab Masters Of JamshedpurAmit Kumar
This Booklet Gives You A Preview Of Our Teaching Methodology, And The Science Behind Learning Through The Mnemonics & Visual Methods Followed At Word-A-Holic-Z.
Happy Learning !!
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. 1
Friends
This month our activities give students the opportunity to explore the importance that
relationships have for people’s happiness and wellbeing. B2 First and C1 Advanced learners
will reflect on how relationships can benefit our health while they improve their speaking and
listening. B1 Preliminary students will talk about friends while they keep working on their
listening and speaking. Finally, Pre A1 Starters and A1 Movers learners will talk about their
friends while having fun and improving their listening, speaking and writing. Happy teaching!
1. Connection to happiness................................................................................................ 2
2. Best friends.................................................................................................................... 8
3. Fantastic friends!...........................................................................................................12
4. References....................................................................................................................14
2. 2
1. Connection to happiness
Level: B2 First / C1 Advanced
Skills: listening and speaking
Interaction: in groupsof 3 /4, individual and whole class
activity
Time: 55 minutes
Warm up (15’) – in groups of 3 / 4
Discuss these questions in your groups. Listen to your colleagues and answer the questions.
• Think about the person you feel the closest to. Are they your partner? Are they
someone in your family? Are they friends? Are they workmates / classmates?
• Have you always had the same connection with that person? Why (not)?
• What makes this relationship special?
• What are the key qualities you value in this person? Why?
• Do you think it is possible to have more than ten good friends? Why (not)?
• How do you think relationships affect us? Why?
• In today’s world some people may feel lonely. How do you think loneliness affects
them?
• Do you think it is difficult to find and maintain strong, healthy relationships in today’s
world? Why (not)?
• How do you think technology affects our relationships? Why?
Listening (10’) – individually
You will hear a researcher called Robert Waldinger, who has led the Harvard Study of Adult
Development. The research, one of the longest-running studies of adult life ever conducted,
explores the vital connection between social bonds and quality of life.
For questions 1 to 3, write an answer. You will hear the recording twice.
Start video at 02:39 and stop the video at 06.25.
Questions
1. What effect doesthe fight or flight response have on our body?
_________________________________________________________________________
_________________________________________________________________________
3. 3
2. What happens to people who have gone through an upsetting situation and don’t have
anyone to talk to at the end of the day?
_________________________________________________________________________
_________________________________________________________________________
3. What did people taking part in this study remember the most when they grew older?
_________________________________________________________________________
_________________________________________________________________________
Follow up! (5’) – whole class
• Are you surprised by any of the information Dr Waldinger shared? Why (not)?
• Do you agree with his views and conclusions? Why (not)?
Listening (10’) – individually
You will watch a video about how friendships affect our brain.
For questions 4 to 5, write an answer. You will watch the video twice. Start video at 01.07.
4. What social changes happen during teenage years?
_________________________________________________________________________
_________________________________________________________________________
5. During teenage years, some brain areas increase their connectivity. How does this affect
relationships?
_________________________________________________________________________
_________________________________________________________________________
4. 4
Speaking (15’) – in groups of 3
Two of you will be the candidates and one of you will act as the interlocutor, conducting the
test. The person in the role of interlocutor will also give the two candidates feedback using
the success criteria below.
Now, I’d like you to talk about something together for about two minutes. How important are
these aspects to achieve happiness?
Now you’ve got about a minute to decide which two would be the least important.
happiness
relationships work
money
health
time
5. 5
B2 First Speaking Success Criteria*
B2 First Speaking Success Criteria
Grammar and Vocabulary Yes No Comments / Examples
Did your classmatesusesimplegrammar e.g. present
simple, past simple, can?
Did your classmatesusesomecomplex grammar e.g.
modal verbs, future tenses, conditionals, perfect tenses,
phrasalverbs?
Did your classmatesusesynonyms?
Did your classmatesrepeat thesamewords several
times?
DiscourseManagement Yes No Comments / Examples
Did your classmatesuselonger sentences?
Were therelong pauses when your classmates spoke?
Did your classmatesspeakabout the task?
Did your classmatesrepeat their ideas?
Did your classmatesuseconnectors suchas and, but,
so, because, although, however, moreover?
Pronunciation Yes No Comments / Examples
Could you understand your classmates?
Were thereany problems with pronunciation that made
communication difficult?
Was intonation appropriatee.g. in questions, showing
interest?
InteractiveCommunication Yes No Comments / Examples
Did your classmatesstarttheconversationsometimes
and respond to each other’s ideas?
Did your classmateshelpeachother reach a decision?
Did your classmatesneedsomehelp when talking?
GlobalAchievement Yes No Comments / Examples
Did your classmateshandlecommunication on familiar
topics despitesomepauses?
Did your classmatesorganisetheir ideas in general?
Were thereany examples of incoherent ideas,
inaccuracies and inappropriateuse of grammar and
vocabulary?
6. 6
C1 Advanced Speaking Success Criteria*
C1 Advanced Speaking Success Criteria Yes No Comments / Examples
Grammatical resource Yes No Comments / Examples
Did your classmatesshowa good degreeof control of simplegrammar e.g.
present simple, past simple, can?
Did your classmatesusesomecomplex grammar e.g. modalverbs, future tenses,
conditionals, perfect tenses, phrasalverbs?
Lexical resource Yes No Comments / Examples
Did your classmatesusea varietyof appropriatevocabulary to talk about
familiar topics?
Did your classmatesusea varietyof appropriatevocabulary to talk about
unfamiliar topics?
DiscourseManagement Yes No Comments / Examples
Did your classmatesuselonger sentences?
Were therelong pauses when your classmates werespeaking? Werethey
frequent?
Did your classmatesspeakabout the task?
Did your classmatesorganisetheir ideas clearly?
Did your classmatesusedifferent cohesive devices and discoursemarkers
(connectors, referencepronouns, substitution, etc.)?
Pronunciation Yes No Comments / Examples
Could you understand your classmates without difficulty?
Were thereany problems with pronunciation that made communication
difficult?
Was intonation appropriatee.g. in questions, showing interest?
Was sentenceand word stress accuratelyplaced?
Were individual sounds clear?
InteractiveCommunication Yes No Comments / Examples
Did your classmatesstarttheconversationand respond to eachother’s ideas in
a suitableway?
Did your classmatesfollowup on each other’s ideas?
Did your classmatesneedsomehelp when talking?
Did your classmatesdevelopthe ideas discussed?
Did your classmateshelpeachother reach a decision?
Globalachievement Yes No Comments / Examples
Did your classmateshandlecommunication on a variety of familiar topics
without many pauses?
Did your classmateshandlecommunication on a variety of unfamiliar topics
without many pauses?
Did your classmatesusesuitablegrammar andvocabulary with good control to
express ideas?
Did your classmatestalkin a coherent and organisedway?
* Please note that your classmates’ performance should be analysed independently,considering
what each of them does in the different parts of the test.
7. 7
KEY
Questions 1 to 3
1. What effect does the fight or flight response have on our body?
Our heart rate goes up, we might start sweating a bit and, in general, we don’t feel very well.
2. What happens to people who have gone through an upsetting situation and don’t
have anyone to talk to at the end of the day?
They don’t have anyone acting as their stress regulators. As a result, their bodies remain in
the fight or flight mode and experience chronic stress, chronic levels of inflammation and
circulating stress hormones that wear away the people’s happiness and break down several
body systems.
3. What did people taking part in this study remember the most when they grew older?
They remembered mainly the strength and warmth of their relationships to others: whether
they were good mentors, they were good friends or had healthy children.
Adapted from Waldinger (n.d.)
Questions 4 to 5
4. What social changes happen during teenage years?
Teenagers start to spend more time with their friends than with their parents.
5. During teenage years, some brain areas increase their connectivity. How does this
affect relationships?
Teenagers can better understand their friend’s perspectives, allowing for deeper connections
to flourish.
Adapted from Odell (n.d.)
8. 8
2. Best friends
Level: B1 Preliminary
Skills: listening and speaking
Interaction: in pairs, individual and whole class activity
Time: 35 minutes
Warm up (10’) – whole class activity
• When you have a problem or you want to share some good news, who do you go to?
Why?
• Have you always had the same connection with that person? Why (not)?
• What makes this relationship special?
• What is this person like? Why?
• In your opinion, is it possible to have more than ten good friends? Why (not)?
• Do you think it is difficult to find and maintain strong, healthy relationships in today’s
world? Why (not)?
• How do you think technology affects our relationships? Why?
Listening (10’) – individually
You will watch a video about friendship.
For questions 1 to 3, write an answer.
1. What is special about Priya?
_________________________________________________________________________
_________________________________________________________________________
2. What did Priya do when her friend went through a difficult situation?
_________________________________________________________________________
_________________________________________________________________________
3. What does the girl say about her connection to Priya?
_________________________________________________________________________
_________________________________________________________________________
9. 9
Speaking (15’) – in pairs
Now, I’d like each of you to talk on your own about something. I’m going to give each of you
a photograph and I’d like you to talk about it.
Student A, here is your photograph. It shows someone at school.
Student B, listen and take some notes about your partner’s performance using the success
criteria below.
Student A, please tell us what you can see in the photograph. You’ve got about a minute.
Student B, share your feedback with your partner.
10. 10
Student B, here is your photograph. It shows someone spending time outdoors.
Student A, listen and take some notes about your partner’s performance using the success
criteria below.
Student B, please tell us what you can see in the photograph. You’ve got about a minute.
Student A, share your feedback with your partner.
11. 11
B1 Preliminary Speaking Success Criteria
B1 Preliminary Speaking Success Criteria
Grammar and Vocabulary Yes No Comments / Examples
Did your partner usesimple grammar e.g. present
simple, past simple, can?
Did your partner usesome complex grammar e.g.
modal verbs, future tenses, conditionals?
Did your partner usesynonyms?
Did your partner repeat the samewords severaltimes?
DiscourseManagement Yes No Comments / Examples
Did your partner uselonger sentences?
Were therelong pauses when your partner spoke?
Did your partner talkabout the task?
Did your partner repeat their ideas?
Did your partner useconnectors suchas and, but, so,
because?
Pronunciation Yes No Comments / Examples
Could you understand your partner?
Were thereany problems with pronunciation that made
communication difficult?
KEY
1. What is special about Priya?
She is so much fun, she can turn any situation into fun time.
2. What did Priya do when her friend went through a difficult situation?
She stayed with her and listened.
3. What does the girl say about her connection to Priya?
They are always on the same page, it is as if they could read each other’s mind, they can talk
about anything for hours.
12. 12
3. Fantastic friends!
Level: Pre A1 Starters / A1 Movers
Skills: speaking, listening and writing
Interaction: whole class and individual activity
Time: 30 minutes
Warm up (10’) – whole class activity
Who is your best friend?
Why is he / she your best friend?
Tell us about him / her.
When do you see him / her?
What do you like doing with him / her?
When is your birthday?
Do you like birthdays? Why (not)?
How do you celebrate your birthday? (Where do you go? What do you do? Who do
you celebrate it with?)
Speaking (10’) – whole class activity
Look at the people below. They are celebrating a birthday. Look at the picture, point and
answer the questions.
Where is the cake? Do you like cakes?
Where is the green balloon? What is your favourite colour?
Where is the baby? Do you have brothers or sisters?
Where is the lorry? What toys do you have?
How is the birthday boy feeling? Why?
Where is the radio? Put the radio on the table.
Where is the orange juice? Put the orange juice next to the mirror.
Where is the painting? Put the painting under the alien.
Where is the pencil? Put the pencil behind the monster.
13. 13
Writing (10’) – individually
Tell us about your best friend. Write a card describing your friend. Circle the correct option.
My friend’s name is ___________________________
He / She is _________________ years old.
He / She likes _______________________.
He / She has got ____________________ hair and
______________ eyes.
We play ____________________ together.
He / she has got ____________________.
His / her favourite colour is _____________________.
14. 14
4. References
Cottonbro studio. (2017). Photo of girls dancing. [image / jpeg]. Available at:
https://www.pexels.com/photo/photo-of-girls-dancing-3662824/ [27th March 2023].
Kelley, L. (2017). Group of people enjoying music concert. [image / jpeg]. Available at:
https://www.pexels.com/photo/group-of-people-enjoying-music-concert-325521/ [27th
March 2023].
Leppänen, M. (2017). Men’s black denim pants. [image / jpeg]. Available at:
https://www.pexels.com/photo/men-s-black-denim-pants-1019771/ [27th March 2023].
Lopes, H. (2017). Group of people having fun togetherunder the sun. [image / jpeg]. Available
at: https://www.pexels.com/photo/group-of-people-having-fun-together-under-the-
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