Tag: Cambridge exams

Posted in Advanced C1, Exam Preparation Class, Vocabulary Classes

C1 Advanced: Key Word Transformation Training #3

Posted on by Tim Warre
2. Cambridge English: Advanced (CAE) Preparation

This is another training exercise for students taking the C1 Advanced exam. Students learn some typical fixed expressions that come up in part 4 of the reading and use of English paper. Download the handout below:

key-word-transformations-training-3Download

Students work together to paraphrase the fixed expressions, then flip the paper over and try to recall them using a key word as a prompt. You’ll find the 17 expressions in this set of 82 different key word transformation questions from quizlet.com

Student Handout

Version 1

Work with a partner, read the sentences, then paraphrase the expression in bold.

  1. Sorry I’m late, I completely lost track of time.

Meaning …………………………………………………………………………

  1. Leaving this door open may result in the monkeys escaping.

Meaning …………………………………………………………………………

  1. He stands every chance of winning the championship this year.

Meaning …………………………………………………………………………

  1. She stands a slim chance of beating her rival to the trophy.

Meaning …………………………………………………………………………

  1. This evening’s performance will be followed by a question and answer session with the director.

Meaning …………………………………………………………………………

  1. No fewer than seventeen people were seen breaking into the building.

Meaning …………………………………………………………………………

  1. Her main problem is that she is weak at spelling.

Meaning …………………………………………………………………………

  1. The project failed due to a lack of funding from the local government.

Meaning …………………………………………………………………………

  1. The project is going ahead according to plan.

Meaning …………………………………………………………………………

  1. She is highly spoken of in the local area. We should hire her.

Meaning …………………………………………………………………………

  1. I am in no doubt that the show will be a resounding success.

Meaning …………………………………………………………………………

  1. I didn’t have any recollection of seeing Julia on Saturday night until I saw her at work on Monday morning.

Meaning …………………………………………………………………………

  1. The teenagers took no notice of me and carried on smoking and playing loud music.

Meaning …………………………………………………………………………

  1. I left my handbag on the train, I’ve given up hope of finding it again.

Meaning …………………………………………………………………………

  1. He really made a name for himself when he moved to LA in 2006.

Meaning …………………………………………………………………………

  1. It’s official, I handed in my notice to my boss yesterday and I’m starting my own business next week!

Meaning …………………………………………………………………………

  1. She can’t even boil an egg, let alone cook a full meal for ten people.

Meaning …………………………………………………………………………

Version 2

Read the sentences, can you remember the expressions from version 1? Use the key word in brackets to help you.

  1. Sorry I’m late, I didn’t realise what time it was. (TRACK)

…………………………………………………………………………

  1. Leaving this door open may lead to (IN) the monkeys escaping. 

…………………………………………………………………………

  1. He is almost definitely going to win (CHANCE) the championship this year.

…………………………………………………………………………

  1. There’s a low probability that she will beat (CHANCE) her rival to the trophy.

…………………………………………………………………………

  1. After this evening’s performance there will be (FOLLOWED) a question and answer session with the director.

…………………………………………………………………………

  1. As many as (THAN) seventeen people were seen breaking into the building.

…………………………………………………………………………

  1. Her main problem is that her spelling is bad. (WEAK)

…………………………………………………………………………

  1. The project failed because there wasn’t enough (DUE) funding from the local government.

…………………………………………………………………………

  1. The project is continuing as planned (AHEAD)

…………………………………………………………………………

  1. She has a great reputation (HIGHLY) in the local area. We should hire her.

…………………………………………………………………………

  1. I am sure that (DOUBT) the show will be a resounding success.

…………………………………………………………………………

  1. I didn’t remember seeing (RECOLLECTION) Julia on Saturday night until I saw her at work on Monday morning.

…………………………………………………………………………

  1. The teenagers ignored (NOTICE) me and carried on smoking and playing loud music.

…………………………………………………………………………

  1. I left my handbag on the train, I don’t think I will find (UP) it again.

…………………………………………………………………………

  1. He really became famous (NAME) when he moved to LA in 2006.

…………………………………………………………………………

  1. It’s official, I officially told my boss I was leaving (NOTICE) yesterday and I’m starting my own business next week!

…………………………………………………………………………

  1. She can’t even boil an egg, so she definitely can’t (ALONE) cook a full meal for ten people.

…………………………………………………………………………

Posted in Advanced C1, Exam Preparation Class, Vocabulary Classes

C1: Collocation Jigsaw Story

Posted on by Tim Warre

Thanks to https://tefltastic.wordpress.com/ for the inspiration for this activity.

In this lesson plan students reform a jumbled story using dependent prepositions and other collocations as clues. Download the handout below:

collocation-jigsaw-storyDownload

Procedure

  1. Print enough copies for each group of students. 
  2. Cut the text up and give a set to each group.
  3. If you’re working online, show the jumbled version below instead.
  4. Students work together to reform the story with the help of the dependent prepositions and collocations.
My wife and I had been planning our trip to Japan for ages. Endless nights fantasising 
about spending our honeymoon in one of the most spectacular countries on earth. We opted
for a small apartment in downtown Tokyo to get the authentic experience. When you’re weighing
up the different options, it’s worth bearing
in mind just how small the apartments in Japan are and the proximity to the other people around you can really catch you
off guard. We spent the first 5 days seeing the sights and experiencing everything the city had 
to offer. However, we soon realised that we were running low
on funds and that we couldn’t afford
to spend any more time in such a pricey place. So we decided to head
for the hills and experience rural Japan. This turned out to be the by far the best decision we
made. We went on one hike to a hidden temple, it was so tranquil and was an unforgettable experience.

Jumbled Version

My wife and I had been planning our trip to Japan for ages. Endless nights fantasising 
on funds and that we couldn’t afford
about spending our honeymoon in one of the most spectacular countries on earth. We opted
for the hills and experience rural Japan. This turned out to be the by far the best decision we
to offer. However, we soon realised that we were running low
off guard. We spent the first 5 days seeing the sights and experiencing everything the city had 
for a small apartment in downtown Tokyo to get the authentic experience. When you’re weighing
in mind just how small the apartments in Japan are and the proximity to the other people around you can really catch you
to spend any more time in such a pricey place. So we decided to head
made. We went on one hike to a hidden temple, it was so tranquil and was an unforgettable experience.
up the different options, it’s worth bearing

Recall Exercises

Use version 1 as immediate follow-up practice, then use version 2 in the next class or a week later to see how much they have retained.

Version 1

My wife and I had been planning our trip to Japan ….. ages. Endless nights fantasising ……. spending our honeymoon in one of the most spectacular countries on earth. We opted ….. a small apartment in downtown Tokyo to get the authentic experience. When you’re weighing ….. the different options, it’s worth bearing ….. mind just how small the apartments in Japan are and the proximity ……. the other people around you can really catch you …… guard. We spent the first 5 days seeing the sights and experiencing everything the city had …… offer. However, we soon realised that we were running low …… funds and that we couldn’t afford ….. spend any more time in such a pricey place. So we decided to head …… the hills and experience rural Japan. This turned …… to be the by far the best decision we …….. We went on one hike to a hidden temple, it was so tranquil and was an unforgettable experience.

Version 2

My wife and I had been planning our trip to Japan for …… Endless nights ………… about spending our honeymoon in one of the most spectacular countries on earth. We …… for a small apartment in downtown Tokyo to get the authentic experience. When you’re ……… up the different options, it’s worth ……… in mind just how small the apartments in Japan are and the ………. to the other people around you can really catch you off …….. We spent the first 5 days seeing the sights and experiencing everything the city …… to offer. However, we soon realised that we were running …… on funds and that we couldn’t ……. to spend any more time in such a pricey place. So we decided to ……. for the hills and experience rural Japan. This ……. out to be the by far the best ……… we made. We went on one hike to a hidden temple, it was so tranquil and was an unforgettable experience.

Posted in Advanced C1, Exam Preparation Class, Vocabulary Classes

C1 Advanced: Key Word Transformation Training #2

Posted on by Tim Warre
C1 Advanced (CAE) | The Lleida Cambridge Exams Centre

In this lesson plan students preparing for the C1 Advanced exam develop their understanding of some key fixed expressions that often come up in part 4 of the use of English. Download the handout and homework exercise below:

key-word-transformation-training-2-handoutDownload
key-word-transformations-training-practice-followup-1Download

These particular expressions are taken from this quizlet set of 82 different key word transformation expressions, you may want to use it for spaced repetition.

Procedure

Students read the expressions in bold and discuss the meaning with their partner. Encourage them to paraphrase the expression and make any notes on the grammar that might be relevant: specific prepositions, verb patterns that may follow it (gerund/infinitive etc.)

Students then flip the paper over and attempt to remember the expressions using the key words as prompts. They can check their answers by looking back at page 1. Ask students which expressions they struggled the most to recall.

Set the key word transformation worksheet for homework.

Posted in Advanced C1, Writing Classes

C1 Advanced: Writing Part 1 Formal Essay

Posted on by Tim Warre
C1 Advanced (CAE) | The Lleida Cambridge Exams Centre
Image credit: Cambridge Assessment English

This is yet another designed to help students prepare for part one of the C1 Cambridge Advanced (CAE) writing exam. Some of the content has been rehashed from old posts but the approach is slightly different. Download the student handout below:

advanced-writing-part-1-newDownload

Give out the handout and draw students’ attention to the task on page one and the first version at the bottom of the page. Have them read the task, then the model answer, then answer questions 1-3 with their partner:

  1. Which of the three areas (convenience, cost & enjoyment) does the writer focus on? cost and convenience
  2. Which one do they decide has the biggest impact on where people choose to shop? cost
  3. Give the essay a score out of 5 for:
    • Content (have they answered the question?) 4.5 – 5 – yes, question is fully answered
    • Range of language 2.5 – reads more like a B2 First essay
    • Appropriate style (formal/informal) 1.5 – too informal, not the right style: contractions, words like “stuff”, too personal (too much “I” and “we”), “first let’s look at”

Now have students look at question 4. If you’re pressed for time, you could skip this part. Have students brainstorm more formal and advanced ways of expressing the parts in bold in pairs or groups. Perhaps you could assign one paragraph to each group and have them report back in open class. Board their ideas.

Now have students flip the paper over. Version 2 essential expresses the same ideas but with more advanced language and a more appropriate register. Direct students to find the “fancy” equivalents of the underlined phrases from version 1 in version 2.

Set students the homework task by first encouraging them to discuss the topic:

Factors when deciding where to go on holiday:

  • Weather
  • Price
  • Cultural activities

Encourage them to use the language from version 2 and the language on pages 2 and 3 in their compositions.

Version 1

Read version 1 and answer the questions:

  1. Which of the three areas (convenience, cost & enjoyment) does the writer focus on?
  2. Which one do they decide has the biggest impact on where people choose to shop?
  3. Give the essay a score out of 5 for:
    • Content (have they answered the question?)
    • Range of language
    • Appropriate style (formal/informal)
  4. Look at the sections in bold, how could you express the same ideas in a more impressive/formal way?

We’re always hearing in the news about how more and more people are buying things on the internet. It’s a big problem that fewer people are going shopping in physical shops nowadays. But, what makes people decide where to shop?

First, let’s look at convenience. It’s true that shopping online is much easier than shopping in physical shops. You can buy stuff on your computer and you can sit on your sofa, you don’t need to leave your house. Also, the stuff gets sent to your house. When you go to the physical shop you have to take it home yourself.

Now I’ll talk about cost. Some people think that cost is the most important thing people think about when they decide where to shop. For example, when the sales are on people buy things in shops they don’t normally go to. But some people don’t care about the price. It doesn’t matter if it’s expensive or not.

In conclusion, looking at the facts, I think that cost is the most important thing for most people because if you don’t have enough money, you can’t buy it.

Version 2

Find and underline the ways that the same ideas are expressed in this version.

Hardly a week goes by without another news report about the recent dramatic increase in online shopping. The decline of the high street shop is undoubtedly a major issue in this day and age. However, which aspect of shopping has the biggest influence on where people shop?

The first area to take into account is convenience. It is undoubtedly the case that shopping online is much more convenient than shopping on the high street. Not only can you make a purchase with the click of a button, but also you can do it from the comfort of your sofa without setting foot outside your door.  In addition, the goods are delivered directly to your door whereas when you shop in physical shops you have to carry it home yourself.

Another aspect to consider is cost. There are those who argue that cost has the biggest impact on where people decide to shop. This is illustrated by the fact that during the sales many people buy things in shops they would not normally enter. Nevertheless, for some people the cost is not an issue, they buy what they want to buy no matter the price.

In light of the above, weighing up all the evidence, it is probably true to say that cost does indeed have the biggest influence on where people decide to shop due to the fact that most of the time, if you cannot afford something then you will not be able to buy it.

(247 words)

Homework Task

Your class has had a class debate on the most important factors when it comes to deciding on a holiday destination.

Factors when deciding where to go on holiday:

  • Weather
  • Price
  • Cultural activities

Some opinions expressed in the debate:

  • “If it’s not a sunny place, then I’m not going. Why would I visit a cold, rainy city?”
  • “I want my money to go further. For the price of a weekend in Paris, I could spend 2 weeks in Morocco.”
  • “I can’t stand just lying on a beach, I need to get out and learn something about the places I’m visiting.”

Write an essay for your tutor, discussing two of the factors in your notes. You should explain which factor is the most important for most people, giving reasons to support your argument.

You may, if you wish, make use of the opinions expressed in the debate but you should use your own words as far as possible. Write your essay in 220-260 words in an appropriate style.

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

Second 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…

Third 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, …………………………………………………………………………………………………………………………………………………. Overall/in summary ……………………………………………………………………………………………………………………………………………..

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…
Posted in Advanced C1, Proficiency, Vocabulary Classes

Save the Planet: C1/C2 Phrasal Verbs

Posted on by Tim Warre

This is a lesson plan for C1 Advanced or C2 Proficiency students on the topic of non-profit organisations like the WWF. Students read a short text about the organisation then work on phrasal verbs associated with the topic. Download the handout and key below:

save-the-planet-phrasal-verbs HANDOUTDownload
save-the-planet-phrasal-verbs-KEYDownload

The procedure is pretty straightforward. First students answer the introductory questions designed to activate their schemata and encourage them to predict the content of the text. They then read the text briefly to see if their predictions were correct. They then focus on the meaning of the phrasal verbs, then recall the prepositions/particles and finally put them into practice in a speaking activity.

Save the Planet – Phrasal Verbs

Introduction

Ask and answer the questions with a partner:

  1. Think of some national or international organisations dedicated to protecting the environment.
  2. What do these organisations do?
  3. How effective are they?
  4. What problems/difficulties do they encounter?
  5. What can people do to support these organisations more?

The WWF

  1. Read the text quickly. Does it mention any of the things you discussed in the introduction?
  2. Look at the phrasal verbs and expressions in bold and match them with the definitions below.

The World Wide Fund for Nature

Every day more and more trees are being cut down in the rainforests of the world wiping out hundreds of species. The current deforestation rate amounts to 3 football pitches per minute. Precious water supplies are being used up meaning that still more animals and plants are dying out. If we step back and look at the bigger picture, it’s not just animals and plants that are affected. The rainforests are the Earth’s lungs and further damage will only lead to misery for all life on the planet.

Our organisation aims to put pressure on governments all over the world to make them step up and take responsibility for the environment. Governments need to crack down on bad practices such as illegal logging and mining in rainforests. Sadly, we’re coming up against a lot of resistance from big business but that won’t stop us standing up for the animal kingdom. We’re looking for volunteers to chip in in any way they can; handing out leaflets in the street or drumming up support online are just two ways we can get our message across. Join us today by clicking the link below!

1. Help/contribute money
2. Kill or cause to die on a large scale
3. Be faced with
4. Make people hear/understand information
5. Cause		6. Mentally withdraw from a situation
7. Try to increase/encourage support for something
8. Become extinct
9. Introduce strong restrictions
10. Give something to people		11. Cause to fall
12. Defend verbally or physically
13. Consume all of something
14. Total/add up to
15. Take action when it’s needed

Practice

Try to remember the missing prepositions in the questions below without looking at the text. Then ask and answer the questions.

  1. How effective do you think practices like handing _____ leaflets actually are?
  2. Have you ever done anything to drum ______ support for a charity or other organisation?
  3. What do you think governments should crack ____ ____ in your country?
  4. Think of some endangered animals. Which one would you be saddest about if it died _____ completely?
  5. What do you think is the most effective way for an organisation like the WWF to get its message _______? Online? In person?
  6. What do you think are the most difficult issues that charities like the WWF come ____ ______ when trying to help the environment?
  7. If you use ____ all the toilet paper, do you always replace it?
  8. Think of a time when a friend or family member stood ____ _____ you in a difficult situation.
  9. Now think of a time when nobody stood ____ _____ you. Or when you failed to stand _____ _____ a friend.
  10. Who has the biggest responsibility to step ____ and take responsibility for the environment? Governments? Businesses? The general public? Why?
  11. When it’s a friend’s birthday, is it better if they receive lots of little presents or if everyone chips ____ and gets them one big present. Which would you prefer on your birthday?
  12. If you added up all your screen time in one day, how much would it amount ____? Do you want to cut _____? Why? Why not?
Posted in Advanced C1, Grammar Classes

Mighty Might – C1 Modal Verbs

Posted on by Tim Warre
Strong Super Hero — Stock Vector © starlight789 #12842606

This is a short lesson grammar worksheet looking at some expressions with modal verbs that students typically encounter at C1 level. It is loosely based on the grammar exercises in unit 1 of Ready for Advanced by Macmillan and could serve as an extension or revision exercise. It may also be accessible to high B2 students. Download the student handout and answer key below:

mighty-might-student-handoutDownload
mighty-might-keyDownload

Mighty Might – Student Handout

Look at the sets of different expressions using might and other modal verbs. Match them with the different meanings they express in the box at the bottom.

Might/could at least

  1. You might at least pick up your dirty clothes.
  2. You could at least put your dirty dishes in the sink.
  3. You might at least say hello when you get home instead of going straight to your bedroom.

Might/could #1

  1. I’m going to the bar after football so I might be late home.
  2. Don’t forget to bring an umbrella, it might rain.
  3. Don’t drive so fast, you could have an accident.

Might/could #2

  1. Let’s watch TV, there might be something good on.
  2. Shhh! Be quiet, my parents might be asleep already.
  3. It was really cold last night so the roads could be icy.

Might/may…. but

  1. Ok, I admit that he might be really good at shooting but he never passes the ball, it’s so frustrating.
  2. He may be really good-looking but he’s not very bright.
  3. She might have all the money in the world but is she truly happy?

Might/may as well

  1. All the good bands have finished playing so we might as well go home.
  2. We’ve already missed the start of the film so we may as well do something else.
  3. It’s too dark, you’re never going to find your lost keys, you might as well give up.

Might/could//may have + past participle #1

  1. Woah! Be careful with that ladder, you might have taken my head off!
  2. Slow down! You could have hit that old lady!
  3. He might have got together with Julie at the party but he spent all night being sick in the toilet.

Might/could//may have + past participle #2

  1. Where are they? I’m worried, they might have had an accident.
  2. I can’t find my phone. I could have left it at work.
  3. Someone has stolen one of the plants from the front porch. It might have been those boys from next door.
Past possibility           past possibility that didn’t happen            future possibility            annoyance              Concession (ok, you’re right)           suggestion without enthusiasm            present possibility

Complete the sentence

  1. Boss: Your office is a mess and it stinks you might at least ___________________.
  2. Let’s see what’s on at the cinema there might____________________.
  3. The weather forecast says that it might_____________________.
  4. We’ve missed the last train home so we might as well___________________.
  5. Ok, she might be a good singer but________________.
  6. Where’s the cat? She might have__________________________.
  7. Luckily, I escaped the crash with just cuts and bruises, I might have___________________.

Key Word Transformations

  1. There’s no point staying any longer, let’s go home.

MIGHT

We _______________________ go home.

  1. I always have to tidy up your mess, some help would be nice.

MIGHT

I always have to tidy up your mess, _____________________ me.

  1. You’re right there are some interesting characters in the book but it’s just so monotonous.

MIGHT

Ok, the characters _______________________________ is just so monotonous.

  1. My laptop isn’t here, maybe someone stole it.

MIGHT

My laptop isn’t here, it __________________________________.

  1. We were lucky, the hurricane nearly hit our house.

MIGHT

We were lucky, ______________________ our house

Posted in Exam Preparation Class, Grammar Classes

First Certificate (FCE) Grammar/Language Checklist

Posted on by Tim Warre

research-checklist-blue-640x437

This is a lesson plan designed for students on preparation courses for the Cambridge B2 First (FCE) exam. In particular I think it would be good for students who are close to taking the exam. It works as a diagnostic test of a range of the grammar points that are tested, particularly in part 4 of the reading and use of English exam. Download the handout below:

First Certificate Grammar Checklist

Quizlet set

Procedure:

Self-Assessment

Give out copies of the handout, have students individually assess their grasp of each of the structures. They should fill in the box on the end with either a tick (I know this very well) a cross (I’ve got no idea about this) or a wiggly line (I more or less get this).

Have students compare with their partner. Ask them to look for differences, there should be opportunities for peer teaching here, have one student attempt to explain a grammar point to another.

Practice

Project the quizlet set of key word transformations. Put students in pairs. First students need to identify the structure that is being tested. This is a very important step, getting them to put themselves in the examiner’s shoes and not just jump straight in and answer. Check that they’ve identified the structure, then have them work together to try to complete the sentence. Encourage reflection and comparison between their initial self-assessment and then their scores and performance in the exam task.

The checklist is not exhaustive, have I missed any common structures that come up in part 4?

Grammar Structure Examples Self-assessment
Past simple/Present perfect I haven’t seen John for 5 years.

The last time I saw John was 5 years ago.

  
2nd conditional If I won the lottery, I would buy a mansion.

If I didn’t work in construction, I would be an actor.

  
3rd conditional If I hadn’t slipped on that banana, I wouldn’t have broken my arm.

If I had known you were coming, I would have baked a cake.

  
The passive voice Active: The police arrested the man.

Passive: The man was arrested by the police.

Other example: It is said that cigarettes give you cancer.

Cigarettes are said to give you cancer

  
Wish/If only I regret eating so much -> I wish I hadn’t eaten so much.

It was a bad idea to drink that wine -> If only I hadn’t drunk that wine.

  
Linkers: Despite/in spite of -> Although/even though Despite the rain, the party was great -> The party was great even though it was raining.

Although he felt ill, he still went to school. -> He still went to school in spite of his illness.

  
Reported speech “I went there last year.” -> He said that he had gone there last year.

“I will call him tomorrow.” -> She said that she would call him the following day.

  
Reported questions “Have you been to Paris?” -> He asked me if I had been to Paris.

“Where is the train station?” -> He asked me where the train station was.

  
Phrasal verbs He wants to cancel the meeting -> he wants to call off the meeting.

He won’t tolerate bad behaviour -> he won’t put up with bad behaviour.

  
Causative have/get: have/get something done I need to get my hair cut.

I need to have my computer repaired.

  
Comparatives/superlatives This restaurant is better than that one -> That restaurant isn’t as good as this one.

He’s not nearly as tall as me.

My brother is slightly younger than me.

No one is as good at football as Messi -> Messi is the best football player.

  
Past modal verbs:

Must have

Could/might/may have

Should have etc.

 The butler must have murdered him, there’s blood on his shirt.

It can’t have been Sarah you saw at the mall, she’s on holiday in Dubai.

I shouldn’t have drunk so much last night.

  
So/such It was so hot that we couldn’t leave the hotel -> It was such a hot day that we had to stay in the hotel.

It rained so much that the house flooded. ->It was such a rainy day that the house flooded.

  
Gerund/infinitive I’m a big fan of playing water sports.

I’m interested in studying history.

I have decided to study biology.

He spent 10 minutes knocking on my door.

  
Posted in Conversation Classes, Exam Preparation Class

CAE Speaking Part 3: Lesson Plan

Posted on by Tim Warre

Image result for CAE exam

Follow me on twitter @RobbioDobbio

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/

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 |