Here are some great quizlet sets I found for CPE revision and cramming:
Tag: Cambridge exams
CAE Inversions
This is a lesson plan to introduce inverted structures to CAE students. It consists of a prezi explaining the formula for constructing inversions and a writing and speaking activity based on business presentations. You can access the prezi here:
http://prezi.com/wxy3-yvm3osw/?utm_campaign=share&utm_medium=copy&rc=ex0share
Enjoy! Let me know how it goes in the comments.
CAE Conditionals
This is a lesson plan designed to introduce some of the various conditional forms that can be tested in the CAE.
Here is the link to my prezi explaining the form and use of the different structures. I taught the structures over two hour and a half classes; in the first we did the zero, first and second conditionals and in the second the 3rd and the additional structures. For homework after the first class I set this sheet. The prezi contains sections to practice forming the structures but you will also want to do some other closed and open use activities. For example:
These great slideshows I found on the 2nd and 3rd conditional:
Fail videos for 3rd conditional practice:
This old lesson plan for 3rd conditional conversation practice.
This quizlet set on conditional key word transformations.
Interactive youtube videos:
They are great for natural use of conditional structures.
Hell Pizza zombie apocalypse adventure:
Follow up:
When setting the next writing task for your class encourage students to use at least one inverted conditional. For example:
In articles/reviews:
Try to use an inverted conditional in an anecdote or narrative: “Had it not been for Batman’s swift actions, the Joker would have conquered the city.”
In proposals:
Try to use an inverted condtional in the recommendations section you normally put in a conclusion to a proposal: “Should these recommendations be carried out, the event will be a resounding success.”
In reports:
In reports your recommendations are less likely to be followed so encourage students to use an inverted 2nd conditional: “Were the above changes to be made, the future of education in this country would be much brighter.”
What other compositons can you fit an inverted condtional into?
CAE Proposal
Just a quick note…
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/
CAE Proposal
This is a lesson plan designed to introduce students to the proposal writing task featured in the CAE writing paper. Below are links to the prezi, the handout, the task and a model answer.
Proposal Task – referred to in the prezi as page 189
Picture Description Lesson Plan
Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:
This is a fun lesson plan in which students work in pairs describing and drawing pictures. It will be useful for students preparing for Cambridge exam speaking activities.
You will need this handout: Pics for describing
Put the following picture on the board and hand out other copies to the class:
Ask students what they can see in the picture.
What’s in the background?
What’s in the foreground?
Go through the following vocabulary on the board:
In the background/foreground we can see…………..
On the left/right
At the top/bottom
He’s wearing……………..
He’s facing left/right/the camera
He looks happy/sad/ etc.
Prepositions: Next to/beside, above, below, in front of, behind.
Now tell students that you are going to describe a picture and they have to draw it. Tell them to draw quickly, also remind them about perspective (things in the foreground appear bigger than in the background)
Describe the following picture to them:
Try to give as much detail as possible. Collect in the pictures and stick them to the board and then show the real photo. Invite students to comment on the differences and vote for the one they think is most accurate.
Now put students in pairs, tell them that one person is going to describe and the other is going to draw. Have them position themselves so that the describer is facing the board so that he/she can see the vocabulary and the other should be facing them. Be careful that the different pairs are spaced out so that they cannot see each other’s pictures. Give them 5 minutes to describe and draw. Once the 5 minutes are up collect in the pictures and invite comments and votes again. Have students swap roles and repeat as many times as you like. There are several pictures in the handout with different degrees of difficulty.
Follow up activity:
For FCE or CAE students use the pictures for a practice run of the speaking part 2, in which students must compare and contrast two pictures for 1 minute.
CAE Speaking Part 2
This is an activity focused on getting students to make speculations about photographs in preparation for part 2 of the CAE speaking. In part 2 you will also be required to compare and contrast the photos, I intend to cover that in a future post. The main aims of this activity is to ensure that students are comfortable with various different phrases for speculating.
Divide the class into teams (2-3 per team). Give out this handout. Go through the language to make sure that it is all clear. The handout contains some typical questions that require speculation from the CAE speaking part 2 and present and past speculation phrases.
Typical Questions:
How might the people be feeling?
What might they be thinking?
Why are they doing this?
What has just happened?
Speculation:
Present
They could/might/may be…………..
They can’t be………………..
They must be…………………
Perhaps they…………..
They look as if they……………….
Their expressions suggest that……………….
Past
They could/might/may have just + past participle (very recent events)
They can’t have just + past participle (very recent events)
They must have just + past participle (very recent events)
Perhaps they have…………..
They look as if they have……………….
Project this prezi on to the board (or print out the pictures)
The prezi contains a series of individual photos. Each team has 2 minutes to make as many speculations as they can. For every correctly structured sentence they receive 1 point, they will also receive 5 bonus points if they manage to use all of the phrases on the handout. The idea is that they are forced to use different structures thus showing a wider range of language to the examiner.
CAE Formal Letter of Complaint
Just a quick note…
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. We have released 5 episodes so far and 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/
This is a lesson plan designed to prepare students to tackle formal letter of complaint tasks that can come up in both parts of the CAE writing paper.
Here is the link to the first handout which contains an example of a formal letter of complaint on page 2. Page 3 has the task the students will complete, which is referred to in the prezi.
Here is the link to the prezi, and here is the handout that goes with it.
Enjoy! Please leave feedback if you use it in class.
CAE Narrative Letter
This is a plan to designed to give your students the tools to write a narrative letter/competition entry for the CAE exam.
Here is a link to the prezi, and here is the class handout.
Enjoy!
CAE writing a book review
Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:
This is a lesson plan to set up students for the review writing task in part 2 of the CAE writing paper.
To begin with go through the following conversation questions either as a class or split into small groups.
Did you enjoy reading when you were growing up?
Which book made the biggest impression on you when you were younger?
Where / When did the events of the book take place?
Describe the plot.
Describe the characters.
Why did you enjoy the book so much?
Have you reread the book now that you are older? What did you think?
Will people still be reading books in 50 years?
How do you think reading culture will change?
Ask students for the titles of some of their favourite books, put them on the board and brainstorm the plot, characters etc.
Tell students that for home work this week they are going to write a review of a book which had a profound affect on them when they were growing up. It could be a children’s book or a book they read when they were a teenager. A review is always in part 2 of the writing paper so the word limit is 220 – 260 words. Their review should include:
- a brief description of the story / plot
- the reasons why they enjoyed it / why it had such an impact on them
- who they would recommend it to
Here is a link to my prezi which will talk the students through how to go about it.
http://prezi.com/tvjva9mynbsj/?utm_campaign=share&utm_medium=copy&rc=ex0share
Here is a link to the handout that goes with the prezi:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!423&authkey=!AAw6I4WaWW6ghR0
The prezi contains references to the text book I am using with my students: Spotlight on CAE.
Vocabulary upgrade for impressing examiners
Here are some different ways to talk about your hobbies and interests to slip into conversation in speaking exams to earn extra points.
Here is a link to download the handout:
https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!249&authkey=!AIM8OXlG3ratQOc
|
FCE |
CAE |
| I like ………………………….. | I’m keen on / fond of………………………. |
| I like / enjoy + action
I like swimming. I enjoy playing the guitar. I like travelling. |
I’m a keen / avid + noun
I’m a keen swimmer. I’m an avid guitarist. I’m an avid traveller. |
| I like reading. | I’m a (bit of a) bookworm.
I’m an avid reader |
| I like / am interested in cinema / music / history / art / etc. | I’m a (bit of a) film / music / history / art buff. |
| I like computers. | I’m a (bit of a) computer geek. |
| I like shopping. | I’m a (bit of a) shopaholic. |
| I work a lot. | I’m a (bit of a) workaholic. |
| I like dangerous sports | I’m a bit of a risk taker / adrenalin junky / daredevil. |
| I like relaxing at the weekend. | 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. |
| I can’t remember the word for….. | The word is on the tip of my tongue
The word escapes me at the moment but…. |
| I’m addicted to (chocolate, a television series) | I’m hooked on |
| (Girls) I like shopping, make-up, fashion and romantic comedies. | 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 very fit. | I’m in tip top condition. |
| I don’t drink alcohol | I’m teetotal. |
| I am / was very good at school. | I am / was a teacher’s pet / top of my class at school. |
| I need English for my course / job. | English is a requirement of my course / job. |
| I need English for my career | If you want to get ahead in life you need English. |
| I’ve been studying English for a long time. | I’ve been studying English for ages.
I’ve been studying English for as long as I can remember. |
| I speak English every day at Uni / work. | English is an essential / key part of my everyday life. |