Posted in Conversation Classes, Exam Preparation Class

Language for Pair-work

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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!

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Posted in Uncategorized

Teacher Training Workshops in Collaboration with Useful Languages

useful-languages-logo

Image credit: http://www.uflbarcelona.com/#

Follow me on twitter @RobbioDobbio

Calling Barcelona-based English teachers! Eleanor Walker, DoS of Useful Languages, and I are going to be setting up weekly teacher training workshops to help teachers tackle exam classes for the main suite of Cambridge exams (FCE, CAE, CPE) starting on Friday February 24th.

  • Venue: Useful Languages – Carrer de Pelai, 44, Primera, 08001 Barcelona
  • Date of first session: February 24th 2017
  • Time: TBA: please complete the survey below
  • Price: €10 per person per 90 minute session, special offer: 6 sessions for €50
  • Contact: If you are interested in attending please contact Useful Languages: sylvie@uflbarcelona.com

We want to base the sessions on your needs so if you’re interested in attending it would be great if you could complete the surveymonkey below so we can get an idea of what to focus on and also the time-slot that suits you best.

Click here to complete the survey

Posted in Exam Preparation Class, Uncategorized

Formal Writing: CAE Essay

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Image credit: LitReactor

Follow me on twitter @RobbioDobbio

This is a lesson plan designed to help students tackle the CAE writing part 1 formal essay task. It walks students through structuring their essays correctly. Download the handout and Powerpoint below:

formal-writing

formal-writing-handout

Student Handout

Introduction

In this day and age a worrying percentage of children are showing signs of obesity. The past few years have seen a steep decline in the number of school-aged children taking part in team sports or getting regular exercise. What is the most effective way to tackle this problem and encourage children to be more active?

In this essay I am going to talk about the problem of children not getting enough exercise. I will start by talking about parental influence and then I will discuss the role schools can play.

Hardly a week goes by without another article on the topic of childhood obesity appearing in the media. This is clearly a growing issue which must be addressed urgently. There are a number of ways in which this problem could be tackled.

Language for introductions

  • In this day and age…
  • … is a hotly-debated topic that often divides opinion.
  • … is a growing issue in today’s society
  • We live in an age when many of us are…
  • More and more families are choosing to have only one child.
  • The trend nowadays is towards having smaller families.
  • Over the past ten years or so the media have frequently carried reports of ……………
  • Recent research indicates that the number of teenagers who smoke is increasing.
  • Hardly a week goes by without another report of …………….. appearing in the media.
  • Although most people would generally agree that …………… few would deny that ……..

Language for topic sentences

First Paragraph

  • …. clearly/undoubtedly has an impact on…
  • It is common knowledge that… plays a crucial role in…
  • It is undoubtedly the case that…
  • There is little doubt that…
  • … is widely believed to contribute to…
  • It is generally considered that…
  • Recent research suggests that…
  • Studies have shown that… has an impact/influence on…
  • Few people would contest/dispute the fact that…

Second Paragraph

  • Another factor to consider is…
  • On the other hand/In contrast…
  • It is often claimed that…
  • All the evidence suggests that…

Language for supporting ideas

Language for introducing supporting ideas:

  • For example,
  • For instance,
  • An obvious example of this is…
  • A clear example of this is…
  • This is illustrated by…
  • As a case in point…

Paragraph Skeleton

It goes without saying that ______________________________________ A clear example of this is ___________________________________________ In addition,________________________________________ Nevertheless,_____________________________________________________________

Language for conclusions:

  • In light of the above, / Taking all this into consideration/account,…
  • As far as I am concerned, / in my opinion, / as I see it, etc.
  • … is the most effective way to… due to the fact that…

OR

  • In light of the above, / Taking all this into consideration/account,…
  • Despite the fact that… undoubtedly plays a role in… I firmly believe that… is more effective due to the fact that…

Credit to Cork English Teacher for some of the language from the handout.

Posted in Uncategorized

CAE Ice-Breaker UPDATE

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Image credit: englishrussia.com

Follow me on twitter @RobbioDobbio

This is an updated version of my CAE/C1 ice-breaking activity for the first class of a course. Click this link to the prezi (you’ll only need the first 5 slides).

Obviously it’s tailored to my interests but you’ll get the idea and be able to adapt to your own.

First I flash up the sentences with the adjective/verb + preposition combination (petrified of) etc. and tell them that some are true and some are false. They have to decide which are true and which are false in pairs. Award points to the pairs who guess correctly.
Then test them on the prepositions by flashing up the slide with them omitted. Then they have to write 4 sentences using the same combinations, some true some false and read them to their partner, who has to guess which are T/F.
Then the next bit is 6 sentences with some nice phrases about personal interests etc. “I’m into….” etc. I show them my examples (they’re all true) and let them ask me some questions. Then they have to complete the sentences so they’re true for them.
Then they have to mingle around the class reading their sentences to each other, flash up the expressions for showing interest: Uh-huh, mm-hmmm etc. and encourage them to use them. Tell them that they should try to remember as much information as they can about their classmates. While they do this, monitor and board any emergent language to look at later.
After 10 mins or so have them sit down and split them into two teams. Select one member from the first team, the other team then has to remember as much as they can about that person:
“He’s into football and rugby.”
“He has a burning ambition to meet Messi.” etc.
Award 1 point for each correct bit of info. The idea is that they’re recycling the 6 expressions over and over and getting to know each other at the same time.
Posted in Conversation Classes, Listening Classes, TED Talk Lesson Plans

TED Talk, Paul Root Wolpe: Bio-engineering

Image credit: www.ted.com

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This is a new TED talk lesson plan for higher levels (C1+) on the subject of bio-engineering and cloning. Thanks to my colleague Cliff Grossman for recommending this fascinating talk. You can download the materials below:

TED Bio-engineering – Student handout

TED Bio-engineering TEACHER NOTES

Procedure

You can either give students the handout and have them watch the talk and answer the comprehension questions for homework, or do it in class.

Then depending on class size students can ask and answer the discussion questions in small groups or in open class. The topic also lends itself well to debates on GM food, cloning and bioengineering.

Student Handout

Comprehension Questions

  1. What have been the three great stages of evolution?
  2. What are some of the animal hybrids he presents?
  3. What have scientists done with bioluminescent cells from jellyfish?
  4. What does he say about the differences in regulations on genetic modifications between the US and Europe?
  5. Name a few of the animals that have been successfully cloned.
  6. What have scientists managed to do with cockroaches and goliath beetles?
  7. What was so special about the monkey with the prosthetic arm?
  8. What was grown on a mouse’s back?
  9. What is Paul’s view on bio-engineering?
  10. What changes does he predict in the future?

Discussion Questions

  1. What did you think of the talk?
  2. Did you like his presenting style?
  3. What’s your opinion in the different experiments?
  4. Which ones do you find interesting?
  5. Which ones do you think go too far?
  6. What uses can you see for the different bio-engineered animals?
  7. How far do you think we should go?
  8. Should we clone humans?
  9. What problems do you foresee if we were to start cloning humans?
  10. Who should decide the limits of where science can go?
  11. Should people be able to design their own pets/children/bodies?

Language

Look at the language in bold. What do you think it means?

  1. By changing our environment, we put new pressures on our bodies to evolve. Whether it was through settling down in agricultural communities…
  2. So I want to take you through a kind of whirlwind tour of that
  3. Someday, perhaps pretty soon, you will have beefalo patties in your local supermarket.
  4. Dogs are the result of selectively breeding traits that we like.
  5. The scientists that made this cute little creature ended up slaughtering it and eating it afterwards.
  6. We had to do it the hard way in the old days by choosing offspring that looked a particular way and then breeding them.
  7. What are the ethical guidelines that we will use then?

Key

Comprehension Questions

    1. What have been the three great stages of evolution? 1st: Darwinian evolution 2nd: humans changing their environment by forming civilisation 3rd: Evolution by design (bio-engineering)
    2. What are some of the animal hybrids he presents? Liger, geep, zorse, beefalo, cama,
  • What have scientists done with bioluminescent cells from jellyfish? Made animals that glow in the dark

 

  1. What does he say about the differences in regulations on genetic modifications between the US and Europe? Regulations are much stricter in Europe
  2. Name a few of the animals that have been successfully cloned. Sheep, pigs, rats, cats, dogs, horses, wolves, cows.
  3. What have scientists managed to do with cockroaches and goliath beetles? Made them remoted-controlled
  4. What was so special about the monkey with the prosthetic arm? It learned to move its new prosthetic arm using just its brain signals meaning that it effectively has three independent arms.
  5. What was grown on a mouse’s back? A human ear
  6. What is Paul’s view on bio-engineering? He is worried about its implications and thinks we have to be very careful.
  7. What changes does he predict in the future? Human cloning and designer pets or even babies.

Discussion Questions

  1. What did you think of the talk?
  2. Did you like his presenting style?
  3. What’s your opinion in the different experiments?
  4. Which ones do you find interesting?
  5. Which ones do you think go too far?
  6. What uses can you see for the different bio-engineered animals?
  7. How far do you think we should go?
  8. Should we clone humans?
  9. What problems do you foresee if we were to start cloning humans?
  10. Who should decide the limits of where science can go?
  11. Should people be able to design their own pets/children/bodies?

Language

Look at the language in bold. What do you think it means?

  1. By changing our environment, we put new pressures on our bodies to evolve. Whether it was through settling down in agricultural communities… (to stop travelling and stay in one place to live)
  2. So I want to take you through a kind of whirlwind tour of that (a very quick tour seeing the most important places)
  3. Someday, perhaps pretty soon, you will have beefalo patties in your local supermarket. (hamburgers)
  4. Dogs are the result of selectively breeding traits that we like. (characteristics)
  5. The scientists that made this cute little creature ended up slaughtering it and eating it afterwards. (kill an animal for food)
  6. We had to do it the hard way in the old days by choosing offspring that looked a particular way and then breeding them. (biological term for children)
  7. What are the ethical guidelines that we will use then? (moral rules)
Posted in Conversation Classes, Exam Preparation Class, Vocabulary Classes

CAE Expressions Sheet

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This is a phrase sheet for my CAE students to help them with some nice informal expressions for the speaking assessment. The expressions are collected from various other worksheets but they idea was to have them all in one place for ease of studying. Download the sheet below.

cae-expression-sheet

 

Family

1.       I definitely take after my Mum.

2.       My sister and I get on like a house on fire.

3.       My Dad is the breadwinner in our family.

4.       My brother and I are like two peas in a pod.

5.       My cousin and I are like chalk and cheese.

6.       Curly hair runs in my family

7.       They say that blood is thicker than water.

8.       I want to follow in my parents’ footsteps and become a doctor.

9.       I’m always falling out with my sister, she’s so annoying.

10.   My uncle is the black sheep of the family.

11.   My little brother is the spitting image of my Dad.

12.   I’m named after my great-grandfather.

 

Friendship

1.      My best friend and I have been through thick and thin together.

2.       My best friend is such a good laugh.

3.       My best friend and I are like brothers/sisters from another mother.

4.       I can always turn to my friend for advice or help.

5.       My best friend always stands up for me in an argument or fight.

6.       I know that my best friend has got my back if there’s any trouble.

7.       If I tell my friend a secret, I know that their lips are sealed. They would never spill the beans.

8.       My best friend is definitely not a fair-weather friend.

9.       My best friend and I are lifelong friends.

10.  We were best friends at primary school but now we have drifted apart.

11.   My best friend and I are joined at the hip.

12.   I often crash at my friend’s house at the weekend.

 

 

 

Travelling

1.       Get itchy feet

2.       Get the travel bug

3.       Culture vulture

4.       Catch some rays

5.       Sit and watch the world go by

6.       Pack a lot in/Have a full plate

7.       See how the mood takes me

8.       Travel on a shoe string

9.       Live it up

10.   A culture shock

11.   Feel right at home

12.   Watch your back

13.   Travel light

14.   At the crack of dawn

 

The Future

With any luck, I will probably…

I have a burning ambition to…

I’ve always dreamed of… so I expect I will…

I haven’t made up my mind yet but I’m leaning towards studying…

I’m torn between studying… and ….

In all likelihood I’ll study…/work in…

I see myself working in the field of…

If everything goes to plan in 5 years, I’ll be…

I’ve got it all mapped out first I’m going to… then…

I have absolutely no clue what I’m going to do tomorrow let alone in 5 years.

I have always had aspirations to go into the field of…

I expect I’ll follow in my Mum/Dad’s footsteps.

 

Likes/Dislikes

·         I’m keen on / fond of……………

·         I’m a keen / avid + noun

·         I’m a keen swimmer.

·         I’m an avid guitarist.

·         I’m an avid traveller.

·         I’m a (bit of a) bookworm.

·         I’m an avid reader

·         I’m a (bit of a) film / music / history / art buff.

·         I’m a (bit of a) computer geek.

·         I’m a (bit of a) shopaholic.

·         I’m a (bit of a) workaholic.

·         I’m a bit of a risk taker / adrenalin junky / daredevil.

·         I like to recharge my batteries at the weekend.

·         I like to get away from the hustle and bustle of my job / school / the city.

·         The word is on the tip of my tongue

·         The word escapes me at the moment but….

·         I’m hooked on (Game of Thrones)

·         I’m a (bit of a) girly girl.

·         (Boys) I like sport, beer, and women.

·         I’m a (bit of a) man’s man.

·         I’m in tip top condition.

English/Education

·         I am / was a teacher’s pet / top of my class at school.

·         English is a requirement of my course / job.

·         If you want to get ahead in life you need English.

·         I’ve been studying English for ages.

·         I’ve been studying English for as long as I can remember.

·         English is an essential / key part of my everyday life.

 

 

Typical Speaking Part 1 Questions

  • What are you particular likes and dislikes?
  • What do you look for in a friend?
  • Describe your best friend.
  • What type of holidays do you enjoy?
  • Where do you see yourself in 5 years’ time?
  • How important will English be in your future?
  • Tell me about your family.
  • What type of family do you have?