Cambridge English - Cambridge English: First and Preliminary Productive Skills

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Information about Cambridge English - Cambridge English: First and Preliminary Productive...

Published on February 18, 2014

Author: CambridgeEnglishIberia



Aims of the seminar:

- To show the relevance of Cambridge English: Preliminary and Preliminary for Schools exam preparation in a general English class
- To show ways of integating productive skills work that is exam-focused, but also relevant and useful for non-exam students
- To highlight the value of the testing focuses of the Cambridge English: Preliminary and Preliminary for Schools productive skills tasks

- To show the relevance of Cambridge English: First and First for Schools exam preparation in a general English class
- To show ways of integating productive skills work that is exam-focused, but also relevant and useful for non-exam students
- To highlight the value of the testing focuses of the Cambridge English: First and First for Schools productive skills tasks

Preliminary and Preliminary for Schools FCE and First for Schools Productive skills: Speaking and Writing CEIN, February 22, 2014

Handout 1 Listening and Speaking ‘Can Do’ statements The  chart  below  contains  the  Listening  ‘Can  Do’  statements  for  Cambridge  English:  Preliminary   and  Cambridge  English:  First.  And  For  schools.    Fit  the  Speaking  ‘Can  Do’  statements  into  the   correct  gaps.   1. CAN  keep  up  a  conversation  on  a  fairly  wide  range  of  topics.   2. CAN  express  own  opinion,  and  present  arguments  to  a  limited  extent.   3. CAN  check  that  all  instructions  are  understood.  Can  ask  for  factual  information  and  understand  the   answer.  Can  ask  for  clarification  and  further  explanation  and  will  probably  understand  the  answer.   4. CAN  offer  advice  to  clients  within  own  job  area  on  simple  matters.   5. CAN  take  part  in  a  seminar  or  tutorial  using  simple  language.  CAN  repeat  back  what  people  say  to   check  that  he/  she  has  understood  and  give  detailed  practical  instructions  on  how  to  do  something  he/   she  knows  well.   6. CAN  ask  for  information  about  travel  and  accommodation.  CAN  talk  about  things  such  as  films  and   music  and  describe  his/  her  reaction.   7. CAN  express  simple  opinions  on  abstract/cultural  matters  in  a  limited  way  or  offer  advice  within  a   known  area.   8. CAN  keep  up  a  conversation  on  a  fairly  wide  range  of  topics.  CAN  understand  and  discuss  the  stories  in   films,  books,  TV  programmes  with  their  friends   Listening and Speaking ‘Can Do’ statements Cambridge English: Preliminary Cambridge English: First CAN understand straightforward Overall general ability CAN follow a talk on a instructions or public familiar topic. announcements. CAN CAN CAN identify the main topic of a news broadcast on television if further explanation, and is there is a strong visual element. Social and tourist CAN ask for clarification and likely to understand the Can identify the main points of TV programmes on familiar topics answer. CAN CAN CAN follow a simple CAN ask for factual presentation/demonstration. information and understand CAN Work the answer. CAN CAN understand instructions on Study and school CAN answer predictable or classes and assignments given factual questions. by a teacher or lecturer. CAN CAN CAMBRIDGE  ENGLISH    

Handout 2 The differences between Cambridge English: Preliminary and Cambridge English: First Speaking You are going to watch two videos of Cambridge English: Preliminary and Cambridge English: First candidates performing Part 1 of the Speaking test. Whilst you are watching, take notes about the differences in level between Cambridge English: Preliminary and Cambridge English: First, using the following questions as a guide. 1. All four candidates are asked where they are from. What do you notice about the difference in the responses from the Cambridge English: Preliminary and Cambridge English: First candidates?       2. What do you notice about how the candidates use connectors and discourse markers. In which exam do you hear these?  Yeah        so             it  depends   3. but           and         because         as  I  said     Pronunciation: At Cambridge English: Preliminary (B1), pronunciation should be ‘generally intelligible, but L1 features may put a strain on the listener’, whereas at Cambridge English: First (B2), ‘although pronunciation is easily understood, L1 features may be intrusive’. Think about the four candidates’ pronunciation. Do you think they fit the scales? Give examples where possible.   4. When the candidates pause to think before answering, do you notice any differences?   5. Think about the content of the candidates’ answers. Which answers would the candidates have been able to prepare for before the exam? Which would have been the most familiar? Which would have been harder to predict? CAMBRIDGE  ENGLISH    

SPEAKING Handout 3 Common clangers! FCE These  are  all  very  common  mistakes  at  this  level  which  candidates  make.  Correct  them   with  a  partner.  Which  ones  are  impeding  errors?     1. Going  to  the  beach  is    very  funny!   2. I  was  to  the  mountains  last  weekend.   3. They  are  my  friends  during  a  lot  of  years.   4. They  are  enjoying  near  a  lake.   5. I  am  agree/  I  am  not  agree    with  you.   6. I  like  to  stay  with  my  friends.   7. The  girl  is  very  concentrated.   8. He  is  a  cooker  in  a  restaurant.   9. My  village  is  well-­‐connected  with  Madrid.   10. I  prefer  study  by  my  own.   11. I  don’t  practise  any  sport.   12. The  city  can  be  so  stressing.   13. I  am  used  to  play  football  three  times  a  week.     14. You  can  relax  yourself.     Pronunciation   nature   society   comfortable   mountains   interesting   necessary   clothes   dangerous     Redundancy   From  my  point  of  view,  I  prefer..   In  my  opinion  I  think….   CAMBRIDGE  ENGLISH    

Handout 4 Part 1 Personal questions A) Read these extracts of different students completing Part 1 of the Cambridge English: First Speaking test. Which answer do you think is the best? Examiner:   Where  are  you  from?   Student:   Barcelona   Examiner:   What  do  you  like  about  living  there?   Student:   My  family.  My  friends.     Examiner:   Where  are  you  from?   Student:   Barcelona,  in  Spain.   Examiner:   What  do  you  like  about  living  there?   Student:   All  my  friends  and  my  family  live  there  and  there  are  many  things  to  do.   Barcelona  is  a  very  popular  city!     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  …   B) Discuss these questions with your partner. Try to make your answers as naturalsounding 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?   CAMBRIDGE  ENGLISH    

 Handout  5       Questioning  :  Preliminary   1. Tell the class an interesting and true fact about yourself, e.g. I’m getting married in the autumn/I’ve just taken an exam/I was really worried last week/etc. 2. Pause, and hopefully someone will ask you a follow-up question. 3. Answer it, and explain that asking questions is a very important part of the speaking skill. 4. Write the following sentences on the board: • I never eat breakfast. • I’m writing an important email. • I hate flying. • My mother is in the USA. 5. Tell students that they have to think of at least three questions for each piece of information. N.B. If necessary, give them prompt words like why/what/how long?/etc. 6. Divide the students into groups of four. One person in the group says one of the sentences on the board and the other three have to ask them questions. The person then has to invent answers and create a situation or story: a sort of role play. 7. When students have had enough time for each person to make a statement, ask for some group feedback – which was the strangest/funniest situation?   CAMBRIDGE  ENGLISH    

HANDOUT 6: PRELIMINARY PART 2 SPEAKING Worksheet Help! I have to talk about this photograph – What can I say? Tip:  Start  with  the  general  context  then  describe  the  details.   The  general  context   Is  it  inside  or  outside?  How  do  you  know?   Example:  The  people  are  outside  because  I  can  see  the  sky.     Is  it  day  or  night?  How  do  you  know?   Example:  It  could  be  the  morning  or  afternoon  because  the  light  is  not  turned  on.     What’s  the  weather  like?  How  do  you  know?   The  people   How  many  people  can  you  see?   How  old  are  they?   Describe  their  hair/eyes/faces  …   Describe  their  clothes.   What  are  they  doing?  How  do  you  know  this?   About  the  rest  of  the  picture   What  things  can  you  see  in  the  picture?  Where  are  they?     CAMBRIDGE  ENGLISH    

Handout 6 Part 2 Comparing photos FCE 1 Timing Procedure 1. Students work in pairs. Student A is given a Part 2 task. They should describe the first photograph for 10–15 seconds, then move to the second photograph and say what is similar and what is different from the first. Allow 15–20 seconds for this. Finally, student A addresses the task written above the photographs, all the time mentioning similarities and differences. There will be approximately 25–30 seconds left for this. 2. Student B times student A, indicating when each block of time is up. 3. Students swap roles, and repeat the activity with a second pair of photographs. Feedback It is a good idea to practise this regularly to give your students a better feel for the timing – they should be able to gauge the amount of time to spend on each photograph, and on the question. This will increase their confidence regarding Part 2 of the paper. 2 Answering the question Procedure   1. 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. 2. 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. 3. 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. CAMBRIDGE  ENGLISH    

Worksheet (A): Answering the question Student  A   You are going to compare the following photographs and answer the question. Do not tell your partner what the question is. Fold the sheet and show the photographs to your partner, but do not show them the question. Here  are  two  photographs  of  people  eating.  Compare  the  photographs  and  say   what  you  think  the  people  are  enjoying  about  eating   in  these  situations.   ****************fold  here***************************fold   here*********************************       CAMBRIDGE  ENGLISH    

Worksheet (B): Answering the question You are going to compare the following photographs and answer the question. Do not tell your partner what the question is. Fold the sheet and show the photographs to your partner, but do not show them the question. Here  are  two  photographs  of  people  with  animals.  Compare  the  photographs  and   say  why  you  think  the  animals  are  important  to  these  people’s  lives.   ****************fold  here***************************fold   here*********************************       CAMBRIDGE  ENGLISH    

WRITING   Handout 7: Challenges in writing Choose  the  three  key  issues  your  students  face  in  the  Cambridge  English:  Preliminary   and  FCE  and  Preliminary/  First  for  Schools  Writing  paper  from  the  list  below.     1) Learners don’t use full sentences with correct grammar and punctuation when they write. They tend to write in note form or text speech. 2) Learners find it difficult to sequence their ideas logically. Teenage logic seems to be different to that of adults. What is logical in English is not necessarily logical in students’ L1. 3) Learners don’t read the question carefully enough and then write a ‘great’ answer which is inappropriate, as it does not meet the task instructions. 4) Learners don’t think that they need to check their work once it is written and then receive a lower grade than they expected as they did not correct their mistakes. 5) Learners don’t use a range of language (vocabulary and/or forms). They use their favourite language or language they are sure of. 6) Learners don’t use the correct format for the text type they write. 7) Learners don’t link their ideas together with a variety of linking words. 8) Learners have poor handwriting which, at times, is impossible to read, while some learners only use capital letters when they write. 9) Learners have poor time management and are unable to finish the second task. 10) Learners start writing their answers without planning. 11) Learners use a combination of US and UK English.   CAMBRIDGE  ENGLISH    

1. Handout 8: Writing Part 1 sample task   Look  at  this  Writing  Part  1  sample  task.  Can  you  identify  the  target  audience,  style  and   key  points?   CAMBRIDGE  ENGLISH    

2. Handout 9: Writing Part 1 sample answers Candidate A Did  the  candidate  choose  an  appropriate  style  and  include  the  four  points  in  her  answer?     Candidate B Can  you  identify  the  main  mistakes  this  candidate  has  made  in  his  answer?   Hello Alex. I’m exciting about this weekend. I think it’s a good idea go to the new activity centre which has just opened near your house. I prefer climing please. I don’t like mountain biking. On Saturday if we are tired then I think we can stay in and do something. See you on Friday. Rob   CAMBRIDGE  ENGLISH    

Classroom activities PRELIMINARY  LEVEL    1  At  the  beginning  of  your  lesson  write  a  brief  letter  to  your  students  on  the  board,  for   example:   Dear  students,   How  are  you?  I  hope  you’re  all  well.   Today  we  are  not  going  to  talk!  When  you  want  to  say  something  you  must  write  it  on  a   piece  of  paper.  Our  first  activity  is  to  say  hello  to  our  classmates  and  find  out  how  they   are.  Please  write  a  brief  note  to  the  person  next  to  you.  Then  give  it  to  them.   When  you  receive  your  note,  please  reply  to  it.  We  will  continue  to  write  notes  for  two   minutes.  No  talking!   Thank  you.  Mrs  Jones   Give  your  students  time  to  read  the  letter.  Then  write,  ‘OK?’  or  ‘Any  questions?’  on  the   board.  If  anyone  has  a  question,  invite  them  to  write  it  on  the  board.  Once  there  are  no   doubts  then  the  students  start  the  note-­‐writing  activity.  You  can  start  out  with  two   minutes’  silence  but  there’s  a  good  chance  this  will  actually  extend.   Variation   Students  can  later  be  encouraged  to  write  and  respond  to  notes  on  other  subjects,  such   as  invitations  to  a  party  or  questions  about  homework.         CAMBRIDGE  ENGLISH    

  2  Dictogloss     Here  are  some  sentences  about  a  holiday  on  a  canal  boat.  For  questions  1-­‐5,  complete  the   second  sentence  so  that  it  means  the  same  as  the  first.  Use  no  more  than  three  words.     1.  It  took  us  a  long  time  to  decide  where  to  go.   We  spent  a  long  time  ………………………  where  to  go.     2.  The  boat  didn’t  move  very  quickly  down  the  river.   The  boat  moved  very  ………………………  down  the  river.     3.  We  could  not  fish  in  many  parts  of  the  river.   We  were  not  ………………………  fish  in  many  parts  of  the  river.     4.  There  was  a  small  kitchen  on  the  boat.   The  boat  ………………………  a  small  kitchen.     5.  The  sun  shone  every  day  of  the  boat  trip.   It  was  ………………………  every  day  of  the  boat  trip.     This  short  text  is  based  on  a  Preliminary  Writing  Part  1  as  a  dictogloss  activity:     Last  summer  I  went  on  holiday  on  a  canal  boat.  Before  we  left,  we     spent  a  long  time  deciding  where  to  go.  The  boat  moved  very   slowly  down  the  river  and  it  was  perfect  for  fishing,  but  we  weren’t     allowed  to  fish  in  many  parts  of  the  river.  We  cooked  on  the  boat   because  it  had  a  small  kitchen.  It  was  sunny  every  day  of  the  trip,     and  we  had  a  great  time.             CAMBRIDGE  ENGLISH    

This  is  an  example  of  how  one  group  of  students  reconstructed  the  text:       Last  summer,  I  went  to  holiday  with  a  canal  boat.  Before  left,     we  spent  long  time  decide  where  for  go.  This  boat  went   slowly  on  the  river.  It  is  perfect  for  the  fishing,  but  we  don’t     allowed  fish  in  some  part  of  the  river.  We  cook  on  boat  in     small  kitchen.  There  was  sunny  all  days  of  trip,  and  there   was  great  time.     What  grammatical  features  do  you  think  these  students  noticed  when  they  compared  their   own  text  with  the  original?       CAMBRIDGE  ENGLISH    

3  A  nice  letter   Timing   10  minutes   Materials   worksheet:  a  nice  letter   Rationale   vocabulary  development  (adjectives),  useful  for  Part  2   Procedure   Brainstorm contexts where the word ‘nice’ is used, for example: a nice dress, a nice day, a nice meal. Have students offer alternatives, such as a pretty dress, a beautiful sunny day, a tasty meal. Give students the worksheet (one copy per pair). Set the following questions: a) b) To whom? (to her Auntie Jean) c) 6. Who wrote the letter? (Jenny) What is the situation? (Jenny is on a school trip in Hawaii.) Have students read through the text quickly for a general idea and to answer these questions. Review the questions as a group. 7. Then ask the students to look at the letter in detail and to suggest alternatives for the use of ‘nice’. 8. Review ideas with the whole group. Follow up: Students could write their own letter (or email) from a holiday situation, using the vocabulary that was suggested.   Worksheet:  a  nice  letter         Dear  Auntie  Jean,     Hello.  How  are  you?  I’m  fine.  I  just  thought  I  would  w rite  and  tell  you  what  a   nice  school  trip  I     am  having  here  in  Hawaii.       It’s  a  really  nice  hotel  right  on  a  nice  beach.  As  you  can  imagine  the  view  from  our  nice  hotel     room  is  really  nice.  I  went  swimming  in  the  nice  swimming  pool  as  soon  as  we  arrived  this   morning.   Oh,   and   I   must   tell   you   about   the   weather   –   it’s   absolutely   nice.   The   weather     forecast  says  it’s  going  to  stay  that  way  for  the  whole  two  weeks  which  is  very  nice.         Tomorrow   we   are   planning   a   trip   to   a   nice   local   village   where   you   can   buy   nice   local     handicrafts   which  I   want   to   get   for  presents  and   souvenirs.   I’ve   heard  the  jewellery  is  nice   and  you  know  how  I  love  to  buy  that  kind  of  thing!     CAMBRIDGE  ENGLISH    

4 The longest sentence Timing   5+  minutes   Rationale   to  encourage  students  to  expand  their  ideas   Procedure   Write the base sentence on the board. For example: I  saw  a  boy  on  a  bike.   9. Ask the students to add a word or phrase to expand the idea: Yesterday,  I  saw  a  boy  on  a  bike.  (The  new  word  is  underlined.)   10. Continue until the students run out of ideas: Yesterday  afternoon,  I  saw  a  small  boy  called  John  riding  in  the  park  on  a   beautiful  new,  red  bike.   11. Then give the students a new base sentence. Set a time limit (e.g. two minutes) and have the students work in small groups. See which group can write the longest sentence. Follow up Students can use this sentence as part of a story. Variation: If you are working with a small group, split the group into two or three small groups and have each one write their sentence on the board so it’s easier to compare ideas.   CAMBRIDGE  ENGLISH    

5 Group story Aim   To  encourage  learners  to  use  linkers  and  sequencers  to  make  their   written  work  more  coherent  and  cohesive.   Procedure 1.  Give  out  a  copy  of  the  worksheet  to  each  student.  (In  large  groups,  students  could   write  the  sentences  in  pairs).   2. Each student completes the first sentence. The teacher goes round and helps. 3. The students pass the piece of paper to the person sitting on their right. They then complete the second sentence on the paper they now have, reading the previous sentence so it all makes sense. The procedure is repeated until the story is finished. 4. Stick up the stories around the classroom. Students stand up and read them, and vote on which is the best/funniest/silliest etc. 5.  Write  up  some  errors  from  the  stories  on  the  board  and  correct  them  with  the  class.     CAMBRIDGE  ENGLISH    

Worksheet : Group story 1. I  felt  nervous  when  the  phone  rang  because  ………………………….   2. I  had  just  ………………………………………………………………….     3. I  went  to  ………………………………………………     4. but  …………………………………………………………     5. so  I  decided  to  ……………………………………………….     6. When  ………………………………………………………………………     7. I  heard  ..………………………………………………………………….     8. After  that,  ……………………………………………………………….   Finally, ……………………………………………………..     CAMBRIDGE  ENGLISH    

CLASSROOM ACTIVITIES FCE 1 Spellchecker Timing   5–10  minutes,  plus  preparation  time   Materials   text  in  the  word-­‐processing  programme  of  choice  (e.g.  Microsoft  Word)   with  spelling  mistakes   Rationale   Using  ICT  is  especially  relevant  to  teenagers.  This  is  one  way  to  heighten   students’  awareness  of  what  the  spellchecker  does,  whilst  working  on   spelling.   Procedure 3. Before class, the teacher should prepare a short paragraph, misspelling approximately one key word in every 15 words. Either publish the text on your class blog or make sure that each student has access to a copy in, e.g. Word. 4. Make sure that the spellcheckers are turned off. 5. Ask students to work individually or in pairs to identify which words are misspelled. Once they have decided which words are incorrect, they should turn on the spellchecker to see if they were correct. 6. This activity can be done in class or for homework, though in both cases you will need students to be honest! Note: You may need to adjust the language settings of your word-processing programme so that it recognises English spelling. CAMBRIDGE  ENGLISH    

2 Focus on the problems of texting and chatting This activity encourages learners to think about the differences between ‘text speak’ and correct written English. It also aims to raise awareness of the need to plan answers for the Writing paper. Part  1  –  text  speech   1. Give out worksheet: Text messages and ask students to ‘translate’ the text messages into standard English (see key to worksheet, below). An alternative activity would be to have students correct/translate a tapescript.   Part  2  –  planning   1. Tell learners that you are going to do a rapid-fire writing activity in which they must write the first answer they think of. Tell them to divide a piece of paper into three columns. 2. Dictate a question (see a list of examples, below), which the students write in column one. Allow them 20 seconds to write their answer in column two. Repeat this process with the remaining questions. 3. When all of the questions have been answered, tell students to return to each question and, in column three, write down three points that they would like to include in their answers. The emphasis should be on content (rather than speed). 4. Finally, ask learners to number the points for each question in order of importance. 5. Feed back with the whole group. Discuss first the content of the activity, then raise awareness of the quality of their answers, comparing the first and second set of answers. Hopefully students will feel that when the focus was on planning, the content and quality of their ideas improved. 6. As a class, one of the questions can then be used to plan a longer piece of written work, similar to those that students need to write on the Cambridge English: First for Schools Writing paper. Start by generating ideas and writing them on the board. Then have students suggest ways these ideas could be organised into a coherent piece of text. This can then be set for homework. Example questions: 1. If  you  could  meet  anyone  in  the  world,  who  would  it  be  and  why?   2. What is your favourite day of the week and why? 3. Is summer better than winter? 4. Describe your perfect day. CAMBRIDGE  ENGLISH    

Worksheet: Text messages   Read  the  following  text  messages  and  abbreviations  and  write  them  out  in  standard   English.   1) C u 2morrow 2) C u l8r 3) Cn u meet @3? 4) ASAP 5) luv u 6) IMHO 7) BTW 8) thx 9) lol   10) gr8   CAMBRIDGE  ENGLISH    

3 Jigsaw reading Timing   varies   Materials   a  jumbled  text,  with  the  paragraphs  in  the  wrong  order   Rationale   This  is  a  common  activity  that  is  useful  for  reviewing  coherence  and   paragraphing,  and  which  works  well  as  a  computer-­‐based  activity.   Procedure 1. Before  the  lesson,  choose  an  appropriate  model  text.  For  example,  if  the  students  are   studying  essay-­‐writing,  then  choose  an  essay.  It  should  have  a  clear  structure  with   an  introduction,  development  and  conclusion.  Post  this  text  on  the  class  blog  with   the  paragraphs  in  the  wrong  order.   2. Ask  students  to  access  the  text  on  their  computers  and  paste  the  paragraphs  in  the   correct  order.  They  should  be  ready  to  explain  their  choices.   3. Review  via  a  smart  board  (or  OHP.)   4. Ask  students  to  use  the  structure  as  a  template  for  their  own  writing.  For  example,  if   they  have  chosen  an  essay  and  have  organised  it  into  an  introduction,  development   and  conclusion,  then  they  use  this  as  a  plan  for  their  essay.   Variations Different  aspects  that  show  how  to  link  the  paragraphs  into  a  text  can  be  highlighted   using  this  activity.  For  example,  with  one  text  students  can  work  on  sequencing  ideas  in   chronological  order.  With  another  text,  the  focus  could  be  on  referencing,  with  students   highlighting  lexical  referencing  in  yellow  or  pronouns  with  blue.  The  use  of  linking   words  could  be  the  objective  with  another  text.     CAMBRIDGE  ENGLISH    


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