Posted in Conversation Classes, Exam Preparation Class

CAE Speaking Part 3: Lesson Plan

Image result for CAE exam

Follow me on twitter @RobbioDobbio

Here’s a lesson plan I designed with the help of my friend and (ex-) colleague (sniff) Raquel Gomez. It’s based around our attempt to complete a CAE part 3 task. Download the lesson plan pack and audio below:

Lesson Plan and Audio

Students’ Handout

The task

You are going to hear two people completing the part 3 task below:

task part 3

They must first discuss the question in the middle for two minutes. Then they have one more minute to decide which job should receive the highest salary.

First Listen

Cover the transcript below, listen to the audio and answer the following questions:

  1. Which jobs do they talk about?
  2. What different reasons do they give for why the jobs appeal to people?
  3. Which job do they decide deserves the highest salary?

Second Listen

Listen again, this time listen for different phrases and expressions for giving opinion and agreeing and disagreeing.

Third Listen

Now listen again with the transcript and try to fill the blanks.

  • Tim: Errr so _____________?
  • Raquel: Sure
  • Tim: Let’s start with surgeon. Ummm, well __________, I think being a surgeon appeals to people probably because, __________, you’re helping people, you might be saving peoples’ lives and you’re making a big contribution to society
  • Raquel: _________, yeah, ______________ but, _______________? I think that at least in our society teachers should be given more.. they should be empowered maybe more than surgeons because they really can make a change in peoples’ lives.
  • Tim: Yeah I think _____________. They’re definitely very important and I could see why people would want to be a teacher, because of the way they can, you know, help people and educate people.
  • Raquel: Yeah, __________________ both professions here, I think that they are very vocational, like being a surgeon or being a teacher.
  • Tim: _________, yeah, yeah, ______________. Ummm what about the other ones over here? Let’s ___________ a football player, what’s ____________ that?
  • Raquel: Buff I’m not really sure, I don’t think that they have to… How can I put this? Umm, I don’t really like football and I think they just, they’re earning far too much and I don’t buy the idea of like their career is too short.
  • Tim: _____________, surely it’s good to do a job that’s something you love, surely if you’re a big fan of football then if you’re spending all day every day doing, you know, your favourite activity that must be good no?
  • Raquel: Yeah, _______________ and that was my idea when I was talking about vocational jobs before. But still, I think it’s a bit too much, the gap between the payment is just crazy.
  • Tim: Yeah __________. Well so we’ve got to… the ___________ is…
  • Raquel: The ____________ is we have to choose one so…
  • Tim: Yeah, which one should receive the most… the highest salary? Well I’m _________ maybe a surgeon and a teacher, _________________?
  • Raquel: Well it’s true that _____________ the surgeon might save the actual physical life whereas the teacher might just contribute to our long life _______ ummm enrichment or, you know, making people grow so maybe it’s more like long-lasting.
  • Tim: Well ______________ what you were saying about, yeah the contribution to society I think they’re both very important.
  • Raquel: Yes, it’s really difficult to choose between these too.
  • Tim: But maybe you know without the teachers, you wouldn’t have the surgeons…
  • Raquel: ___________
  • Tim: Who’s going to teach the surgeons? So, _____________ teacher?
  • Raquel: Ok, alright.
  • Tim: Ok, perfect.

The Expressions

Check your answers and then put the different expressions below into the boxes based on their meaning.

1.       As I see it,

2.       Shall I start?

3.       What’s your take on that?

4.       You know

5.       How can I put this?

6.       What do you reckon?

7.       Yeah I’d go along with that.

8.       Coming back to what you were saying about…

9.       I’m torn between… and…

10.    At the end of the day…

11.    Sort of/kind of

12.    I take your point but…

13.    Shall we go with…?

14.    Exactly/definitely

15.    It’s also worth bearing in mind that…

16.    You’ve got a point there

 

Starting Giving Opinion Agreeing Disagreeing
 

 

 

 

 

 

     
Asking opinion Adding + Referring Fillers/time-buyers Reaching a conclusion
 

 

 

 

 

 

     

Work with a partner; try to add at least one more expression to each box.

Pronunciation

Look at the expressions below, listen to the expressions and try to take notes about how they’re pronounced. Then try to reproduce them with a partner.

  1. Shall I start?
  2. What do you reckon?
  3. How can I put this?
  4. As I see it,
  5. Yeah, I’d go along with that.
  6. It’s sort of, like a pizza but different.
  7. Shall we go with teacher?
  8. Coming back to what you were saying about teachers…

Scripted Role-play

Decide who is going to be Tim and who is going to be Raquel. Use the transcript on the previous page to recreate the conversation, play close attention to the pronunciation of the expressions.

Your Turn

Find an example of a part 3 task in your textbook and complete it with your partner. See who can use the most expressions, keep count while your completing the task, the winner is the one who uses the most.

 

 

Teacher’s Notes

First Listen

Cover the transcript below, listen to the audio and answer the following questions:

  1. Which jobs do they talk about? Teacher, surgeon and football player
  2. What different reasons do they give for why the jobs appeal to people? Help people, contribute to society, a vocation, doing something you love
  3. Which job do they decide deserves the highest salary? A teacher

Complete Transcript

  • Tim: Errr so shall I start?
  • Raquel: Sure
  • Tim: Let’s start with surgeon. Ummm, well as I see it, I think being a surgeon appeals to people probably because, you know, you’re helping people, you might be saving peoples’ lives and you’re making a big contribution to society
  • Raquel: Absolutely, yeah, you’ve got a point there but, how can I put this? I think that at least in our society teachers should be given more.. they should be empowered maybe more than surgeons because they really can make a change in people’s lives.
  • Tim: Yeah I think I’d go along with that. They’re definitely very important and I could see why people would want to be a teacher, because of the way they can, you know, help people and educate people.
  • Raquel: Yeah, it’s also worth bearing in mind that both professions here I think that they are very vocational, like being a surgeon or being a teacher.
  • Tim: Exactly, yeah, yeah, I couldn’t agree more. Ummm what about the other ones over here? Let’s move on to a football player, what’s your take on that?
  • Raquel: Buff I’m not really sure, I don’t think that they have to… How can I put this? Umm, I don’t really like football and I think they just, they’re earning far too much and I don’t buy the idea of like their career is too short.
  • Tim: I take your point but, surely it’s good to do a job that’s something you love, surely if you’re a big fan of football then if you’re spending all day every day doing, you know, your favourite activity that must be good no?
  • Raquel: Yeah, you’ve got a point there and that was my idea when I was talking about vocational jobs before. But still, I think it’s a bit too much, the gap between the payment is just crazy.
  • Tim: Yeah definitely. Well so we’ve got to… the bottom line is…
  • Raquel: The bottom line is we have to choose one so…
  • Tim: Yeah, which one should receive the most… the highest salary? Well I’m torn between maybe a surgeon and a teacher, what do you reckon?
  • Raquel: Well it’s true that at the end of the day the surgeon might save the actual physical life whereas the teacher might just contribute to our long life sort of ummm enrichment or, you know, making people grow so maybe it’s more like long-lasting.
  • Tim: Well coming back to what you were saying about, yeah the contribution to society I think they’re both very important.
  • Raquel: Yes, it’s really difficult to choose between these too.
  • Tim: But maybe you know without the teachers, you wouldn’t have the surgeons
  • Raquel:
  • Tim: Who’s going to teach the surgeons? So, shall we go with teacher?
  • Raquel: Ok, alright.
  • Tim: Ok, perfect.

The Expressions

Starting Giving Opinion Agreeing Disagreeing
Shall I start?

 

 

 

As I see it, Yeah I’d go along with that.

Exactly/definitely

You’ve got a point there

I take your point but…
Asking opinion Adding + Referring Fillers/time-buyers Reaching a conclusion
What’s your take on that?

What do you reckon?

 

Coming back to what you were saying about…

It’s also worth bearing in mind that…

You know

How can I put this?

Sort of/kind of

I’m torn between… and…

At the end of the day…

Shall we go with…?

 

Pronunciation Notes

  1. Shall I start? – Focus on very weak “Shall” | ʃəl ˈaɪ stɑːt |
  2. What do you reckon? – Waddaya recken | ˈwɒdə jə ˈrekən |
  3. How can I put this? – weak “can” focus on intonation
  4. As I see it – intonation, stress “I”
  5. Yeah, I’d go along with that. – Elision/disappearance of “d” in I’d go, very weak “with” connecting with “that” | wɪðæt |
  6. It’s sort of, like a pizza but different. – “sorta-likea” | sɔːtə ˈlaɪkə|
  7. Shall we go with teacher? – weak “shall” connected with “we” | ʃəwi ɡəʊ |
  8. Coming back to what you were saying about teachers… – weak “were” in “what you were saying” all connected – | ˈwɒtjuwə ˈseɪɪŋ |
Advertisements
Posted in Conversation Classes

Conversation Topic: Everyday Sexism

everyday sexism

Credit: https://everydaysexism.com

This is a conversation lesson for higher-level adults and mature teenagers on the topic of everyday sexism. I have used extracts taken from the fantastic everyday sexism project website. Download the student handout, teacher’s notes, discussion language and powerpoint below:

Everyday Sexism Teacher notes

Everyday Sexism Student handout

Everyday Sexism

Collaborative Speaking Phrases

Teacher’s Notes

Vocabulary

Complete the table

Noun Adjective
Feminism (concept)

Feminist (person)

Feminist
Sexism (concept)

Sexist (person)

Sexist
Stereotype Stereotypical

Look at the vocabulary in bold and discuss the meaning with a partner

  • Talk over sb = to talk loudly at the same time as someone else
  • Talk down to sb = to talk to sb in a condescending way
  • Wolf-whistle at sb = whistle in a suggestive way
  • Catcall = make unwanted, inappropriate, suggestive comments
  • Leer at sb = to look at someone in an obviously sexual way
  • Grope sb = to grab someone in a sexual place, often unsolicited
  • Gender roles = stereotypical jobs/responsibilities
  • Mansplain = when a man explains something to a woman in a condescending, overconfident way.

Discussion

CAE Part 3 Practice

Give out the collaborative language handout and show students the first slide of the powerpoint. If you want to use it as exam practice have them discuss the questions for 2 minutes, then stop them and give them one more minute to answer the following question:

  • In which situation do women experience the most discrimination?

Repeat for 2nd slide then ask:

  • Which is the most effective way to combat sexism?

Sexism in Advertising

Show students the examples of sexist advertising, ask them:

  • Do you think the adverts are sexist? Why/why not?
  • Can you think of any other examples?

Accounts of Everyday Sexism

Have students read the accounts from https://everydaysexism.com and discuss them in pairs or small groups.

Alex

I opened the door for another student recently and didn’t think twice about it, until he said to me, “Oh no, ladies first.” A little taken aback, I told him “You don’t need to worry about that, it’s 2017, we’re past that.” “No we’re not,” he said, and held on to the door that I was already holding open and refused to walk through it. That’s not helpful or chivalrous. That’s just being difficult and wasting my time. Just say thank you and keep walking boys!

Oppressed White Male

‘Man up’ ‘grow a pair’ ‘act like a real man’…all comments that personally I have heard almost every female in my adult life say to or about men at some point or another.

Rarely acknowledged but just as offensive as being told to get back in the kitchen.

Joanne

On a cold and rainy morning having got up on my day off work, solely to walk my daughter to the bus stop. A stranger shouted at me to smile more. It’s a small incident but is another example of how some people feel it’s OK to police women’s presentation of themselves.

Ingrid

I was part of an all female group presenting a project within the architecture school at a very good German University. We were criticized – which is normal, and likely the work wasn’t brilliant – for some window details we had drawn that would have been very difficult to clean in real life. A valuable lesson. Until we were told that as women, we should know about cleaning… and perhaps we should focus on that instead of pursuing architecture.

Laura

My boyfriend is a doctor and I’m a medical student. So, one day, we were chatting at his parent’s house and I was saying that I was really interested in surgery and his father started laughing saying I am too small and petite to be a surgeon, while his mother started asking me who would take care of the children if I became a surgeon. I just let go and laughed it off, but I was really sorry to hear such nice people say those things.

Catcalling Videos

You can either show students the original “10 hours walking in NYC as a woman”

https://www.youtube.com/watch?v=b1XGPvbWn0A

Or show them the newer parody version in which a woman responds to the catcalling with funny comments:

https://www.youtube.com/watch?v=35KqGNa1FGA

Ask students to recount their experience of catcalling and answer the questions on the handout.

Posted in Conversation Classes, Vocabulary Classes

Love is in the air: Love and Relationship Expressions

Resultat d'imatges de valentine's day

Image credit: Android Authority

Follow me on twitter @RobbioDobbio

This is a lesson plan I designed for Valentine’s day so it’s a bit late but who’s to say you can’t learn about love any day of the year? Download the teacher’s notes and student handout below:

love-story-teachers-notes

valentines-day-lp

A Love Story  – Teacher’s notes

Preparation

Print out enough copies of the students’ handout for each student and enough copies of the pictures for students to work in pairs.

Step 1: Guess the Story

Give each pair a set of pictures and have them guess the order of the story. Tell them “this is the story of a relationship, you have to put it in order” you might want to put some simple sequencers on the board: “First, and then, afterwards, in the end etc.”

When they’ve finished choose a pair to tell their version of the story to the class, ask other groups if their version is different.

Step 2: Listening

Tell students that you are going to tell them the real story and they have to listen and put their pictures in the correct order. Read the story.

Step 3: Reading

Give out the handout but fold the paper so student cannot see the language focus exercise. Students read the story and check that they have the pictures in the correct order.

Step 4: Meaning from context

Have students try to guess the meaning of the expressions in bold from the context in pairs. Then go through the meanings on the board:

  • love at first sight – fall in love when you first see someone
  • check sb out – look at someone to decide if you’re attracted to them
  • pluck up the courage – be brave
  • chat sb up – flirt with sb
  • ask sb out – arrange a date
  • have a lot in common – have shared interests
  • be made for each other – a perfect match/couple
  • fall head over heels in love – fall madly/deeply in love with sb
  • go out with sb – be in a relationship
  • have a row – argue
  • have a thing for sb – be attracted to sb
  • break/split up – end a relationship
  • get back together with sb – repair a relationship
  • get down on one knee – kneel on one knee
  • pop the question – propose to sb
  • tie the knot – get married
  • be in the doghouse with sb – your partner is angry at you
  • worried sick – v. worried
  • on the rocks – in trouble, danger

Step 5: Language focus

Students turn the handout over and try to complete the expressions from memory; they mustn’t look at the text.

Students then unfold the paper to check their answers.

Step 6: Retell the story

Students turn the handout over and attempt to retell the story, using all the expressions, using the pictures as prompts.

Step 7: Personalising

If appropriate, students describe a real relationship from their lives: How did you meet your wife/husband? etc.

The Story

Work with a partner, look at the words in bold, what do you think they mean?

Tony and Tina met at a party, it was love at first sight, they were both checking each other out for a while until Tony plucked up the courage to go and talk to Tina. He chatted her up for a while then at the end of the night he asked for her number. He called her the next day to ask her out and she said yes. They went out for coffee and discovered that they had so much in common, they were made for each other! They fell head over heels in love and started going out with each other straightaway. One night, they had a huge row because Tony thought that Tina had a thing for his best friend. It was a horrible argument and they broke up but it wasn’t long before they got back together because they just couldn’t stay apart.

2 years later Tony got down on one knee and popped the question to Tina, she said yes and 6 months later they tied the knot in front of their friends and family. A few years later Tony was in the doghouse for a few weeks because he got really drunk with his friends and didn’t come home, Tina was worried sick. For a few days it looked like the marriage might be on the rocks but she forgave him eventually and they both lived happily ever after.

Language Focus

Over the story and try to remember the missing words from the expressions.

  1. It was love ____ first sight
  2. They were both c_________ each other out
  3. He chatted her _____ for a while.
  4. He called her the next day to _____ her out.
  5. They had so much in ______________.
  6. They were made ______ each ___________.
  7. They fell __________ over _________ in love.
  8. Tina had a _____________for his best friend.
  9. They ____________ up but it wasn’t long before they got ___________ together
  10. 2 years later Tony got __________ on one knee and ____________ the question to Tina,
  11. 6 months later they _________ the knot in front of their friends and family.
  12. Tony was in the ____________ for a few weeks
  13. Tina was worried ______________.
  14. It looked like the marriage might be on the _____________ but she forgave him.
Posted in Conversation Classes, Exam Preparation Class, Uncategorized

CAE Speaking Part 2: Task-based Approach

Image result for cae part 2

Image credit: Deesite – WordPress.com

Follow me on twitter @RobbioDobbio

This is a task-based lesson plan to help CAE students complete part 2 of the speaking exam in which they must compare and contrast two of three pictures. Big thanks to my colleague Raquel Gomez for her help with the development of this lesson plan. You can download the student handout, pictures, teacher’s notes and audio files below:

cae-speaking-part-2-teachers-notes

cae-part-2-pictures

cae-speaking-part-2-student-handout-1

Audio Files

Teacher’s Notes

First Attempt

Choose a set of part 2 pictures from your text book, put students in pairs and have them record themselves comparing two of the pictures for a minute. Give students no guidance as to the language they should use. While they are doing this, monitor them and make a note of the structures they are using.

Now have students listen back to their recording in pairs and evaluate it. This is likely to make them a little uncomfortable, no one likes the sound of their own voice recorded, but tell them to go for it.

Language Focus

Follow the exercises below, which are focused on improving students’ performance in this task.

Project “CAE part 2 pictures” onto the board. Have “CAE Speaking part 2 audio” ready to play.

Comprehension

Listen to the candidate talking completing part 2 and answer the questions:

Play audio through once and have sts answer in pairs.

  1. Which two pictures does he talk about?
  2. What does he say the people in the pictures are doing?
  3. How does he think they are feeling?
  4. Which situation does he prefer?

Text Completion

Listen again and complete the text.

Play audio through once, then again, stopping after each gap to check understanding.

In the first picture at the bottom we can see a couple who seem to be camping. Maybe up a mountain, they seem to have a camp fire and their tent set up and I think they’re roasting marshmallows. They definitely seem to be having a good time. They might have been walking all day and then they’ve finally finished and set up their tent, now they’re sitting down to enjoy some nice hot food.

In contrast, in the other photo we can see a man who seems to be working. I think he’s a builder, it looks as if he’s helping to build a house. His feelings are probably quite different to the couple in the other photo because he’s at work obviously so it’s probably nowhere near as enjoyable as the activity the other couple are doing.

But maybe working outside isn’t as bad as working in an office so he might be happy about that. For me personally, I’d rather be with the couple here camping on the mountain than at work definitely.

Pronunciation – Connected Speech

Play audio of individual sentences; have sts practice repeating them in pairs.

Listen to the expressions again and practise saying them with a partner

  • It looks as if he’s helping to build a house.

Looks as if he’s – /lʊks əz-ɪf-iːz/ – all connected and “h” from “he’s” disappears

  • They might have been walking all day.

Might have been – /maɪt əv bin/ – “have” very weak /əv/ “been” sounds like “bin”

  • A couple who seem to be camping

Seem to be – /siːm tə bi:/ – weak form of “to” /tə/

Second Attempt

Now students attempt the task again, recording themselves a second time. Again monitor and make a note of the structures. Then have students compare their two attempts. Board all of the language from the two attempts and encourage students to notice the changes.

Posted in Conversation Classes, Exam Preparation Class

Language for Pair-work

Image result for pairwork

Image credit: Belle Languages

Follow me on twitter @RobbioDobbio

This is a powerpoint designed for use with exam classes to encourage students to complete pair-work in English and thus develop the language of negotiating, agreeing and collaborating. Download it below:

pair-work-language

You can use this resource in a number of ways; you can project the slide onto the board for students to refer to while completing pair-work. Alternatively, you could print the main slide out, laminate it and distribute one copy to each pair for the duration of the class. Each pair could then be given a board pen in order to keep track of how many of the expressions they have used during the class, the pair who use the most could then be awarded a prize at the end of the class.

Language

Asking for Opinion Giving opinion Agreeing Disagreeing
•What do you think about number X?

•What about number X?

•Let’s move on to number X.

•Shall we do number X now?

 

•I think /reckon…

•It could / might / may be…

•It can’t be…

•It must be…

•Number (2) is (A), isn’t it?

•It’s definitely not (B).

•I’m absolutely certain it’s (C)

•I have no idea

•I haven’t got a clue.

•I agree.

•Sounds good to me.

•I think you’re right.

•Good idea/point.

•I’m with you on this one.

•I couldn’t agree more.

•You’re absolutely right.

•You’ve hit the nail on the head!

•I’m not so sure.

•That doesn’t sound right to me.

•Are you sure??

•Are you kidding?

•You must be joking!

•You can’t be serious!

•I take your point but…

•No way!

•Don’t be silly!

Posted in Conversation Classes, Grammar Classes

Reported Whatsapps

Image result for whatsapp

Image credit: www.whatsapp.com

Follow me on twitter @RobbioDobbio

This is a new lesson plan for B2+ learners in which students practice reported speech by interpreting emojis and text messages from the popular messaging app Whatsapp. Everything you need is in the powerpoint below:

reported-whatsapps

Students start by reporting the meaning behind various emojis then build up to reporting a section of a text message conversation and then move on to translating and reporting their own text conversations from their phone. It provides great practice of the grammar point as well as opportunities for the emergence of real, useful language in an everyday setting.