Posted in Conversation Classes, Proficiency, Reading Classes

C1/C2 Reading & Conversation: Barcelona Anti-Tourism March

Image result for barcelona anti tourism

Image credit: Smart Meetings

Article credit: https://www.theguardian.com/world/2017/jan/29/barcelona-residents-protest-high-rents-fuelled-by-tourism

Follow me on twitter @RobbioDobbio

This is a lesson plan based around an article from the Guardian newspaper about an anti-tourism march that took place in Barcelona last year. Download the lesson plan, key and power point below:

warmer reading tourism

Barcelona tourism effect article + key

Procedure

Warmer: Predict text topic from key words

Project the power point and have students try to guess what the text they’re going to read is about by flashing up the picture and the keywords 2 at a time. Students continue predicting until all the key words are visible.

Article: Reading comprehension, vocab focus and discussion

Go through the activities on the hand out, answer key for comprehension questions is at the bottom.

Barcelona marches to curb negative effects of tourism boom

Community groups join forces to protest over soaring level of rents fuelled by a big rise in visitor numbers

Behind banners reading “Barcelona is not for sale” and “We will not be driven out”, some 2,000 people staged an “occupation” of the Rambla, the city’s famed boulevard, on Saturday.

The protest was organised by a coalition of more than 40 resident and community groups from all over the city, not just the neighbourhoods most directly affected by mass tourism.

Visitor numbers have grown exponentially in recent years. In 2016 an estimated 9 million people stayed in hotels and a further 9 million in holiday apartments. In addition, the city received around 12 million day-trippers arriving by car and train or on cruise ships.

Tourists looked on bemused as the banners were unfurled at the top of the Rambla, beside the Canaletes fountain.

“I don’t understand. What do they mean, Barcelona is not for sale?” asked Qais from Kuwait. “It’s not what we were expecting, but I can see their point,” he said when it had been explained to him. He added: “Things are really bad in the Middle East,” which put things in perspective. “Does it mean they don’t want us here?” his wife asked. Birgid from Denmark was less sympathetic. “Tourism brings in lots of money to the city, doesn’t it? I’m sure it’s changed the city, but that’s life, isn’t it?”

Roger from Wigan, here on his second visit, commented: “I can understand it, the place is very commercial. And if I understand what’s written on some of these placards, they are complaining that tourism is forcing their rents up. I can sympathise with that.”

This was one of the key issues behind the march, as the money to be made from holiday lets is forcing rents up and driving people out of the city.

Christine, an Englishwoman on the march who has lived in Barcelona for more than 20 years, said: “We’ve been renting our flat in the old town for 17 years. In that time I reckon we’ve paid around €150,000 in rent. Now they want to kick us out because they can make more money renting it out to tourists.”

The march coincides with a new law passed by Barcelona city council on Friday that, for the first time, seeks to curb tourism. The special urban plan for tourist accommodation aims to limit the number of beds on offer from hotels and apartments by imposing a moratorium on building new hotels. No new licences will be issued for tourist apartments.

There are currently 75,000 hotel beds in the city and around 100,000 beds in tourist flats, at least half of them unlicensed and illegal. The city is at loggerheads with Airbnb, the principal letting agency. Last year the council fined Airbnb and HomeAway €600,000 each for advertising unlicensed apartments.

Airbnb argues that the overwhelming majority of its clients in the city are people who are letting out rooms as a way of making ends meet during Spain’s prolonged financial crisis.

That may be true up to a point, but it masks the real problem, which is speculation,” says Daniel Pardo, a member of the Neighbourhood Assembly for Sustainable Tourism. Yet people are free to visit the city, so what’s to stop them?

One thing we could do is stop spending millions on promoting tourism,” says Pardo. “We’re subsidising tourism with public money, by exploiting workers in the service economy and exploiting the infrastructure of the city, which we citizens pay for. Furthermore, tourism is distorting the economy and there is little support for anyone who wants to establish non-tourist enterprises.”

The good-humoured march moved to the seaward end of the Rambla, where one of the organisers read out a manifesto calling for more local shops, more homes, rather than businesses, and control of the pollution caused by private cars and cruise ships. “It’s a great turnout,” one of the marchers quipped. “There are more people here than at Trump’s inauguration. The citizens have never been consulted about this, although they’re the ones who suffer the consequences and aren’t enjoying the benefits. [We’re asking for] the debate to be opened to everyone and that we reach some other resolution of the problem, instead of the present one based on continuous growth.”

Comprehension Questions

  1. Who organised the march?
  2. How many tourists did Barcelona receive in total last year?
  3. How did tourists feel about the march?
  4. What is the main detrimental effect that tourism is having on the city’s residents?
  5. How has the council responded to the rising number of tourists?
  6. How does airbnb defend itself?
  7. What suggestions does Daniel Pardo make?
  8. The march was very serious and angry true/false

Language Focus

Work with a partner, look at the underlined expressions in the text, what do you think they mean?

Now try to complete the expressions from memory:

  1. This was one of the k____ issues behind the march,
  2. The protest was organised by a c____________ of more than 40 resident and community groups.
  3. Visitor numbers have grown e_______________ in recent years.
  4. Now they want to k_______ us out because they can make more money renting it o_______ to tourists.”
  5. The money to be made from h_______ lets is f_______ rents up and d________ people out of the city.
  6. They are complaining that tourism is forcing their rents up. I can s________ with that.
  7. The city is at l____________ with Airbnb.
  8. A new law p_________ by Barcelona city council on Friday that, for the first time, s_________ to c___________ tourism.
  9. The special urban plan for tourist accommodation a______ to limit the number of beds ____ offer from hotels and apartments by i__________ a m__________ on building new hotels.
  10. Airbnb argues that the o___________ majority of its clients in the city are people who are l___________ out rooms as a way of m_______ ends m________ during Spain’s prolonged financial crisis.
  11. “That m_______ be true up to a p________, but it masks the real problem, which is speculation,”
  12. The citizens have never been c__________ about this, although they’re the ones who s_________ the consequences and aren’t e_________ the b___________.
  13. “It’s a great t____________,”

Language of opinion

Complete the sentences with one word to make expressions of opinion.

  1. F_____________ where I stand,
  2. In my h_____________ opinion,
  3. As f________ as I’m concerned,
  4. A_______ I see it,
  5. I don’t have very s___________ views on the matter but,…
  6. I t___________ to agree with people who say…
  7. If you a______ me, I’d say that…
  8. I’m co___________ that…
  9. From my p_______ of v__________,
  10. Speaking from p____________ ex______________,
  11. I’m a big s________________ of…
  12. I’m d_______ against…
  13. I’m a f__________ believer in….

Conversation

  1. What do you think of the march? Are you in agreement with their message?
  2. Would you consider protesting on the issue?
  3. What are the pros and cons of tourism in your city?
  4. How does tourism affect your neighbourhood?
  5. What experiences do you have of the downsides of tourism?
  6. Do you think you have enjoyed the benefits of tourism? In what way?
  7. Do you think tourism should be curbed in any way? If so, how?

Language Development

Look at the language from the text, in what other contexts could you use it?

  • The city’s famed boulevard – what other things could be famed?
  • Stage an occupation – what other things can you stage?
  • A coalition of resident and community groups – what other coalitions can you think of?
  • Visitor numbers have grown exponentially in recent years. – What other things can grow exponentially?
  • “Puts things in perspective” – In what other contexts could you use this expression?
  • Tourism brings in a lot of money. – What other things bring in money for a government/company?
  • “That’s life, isn’t it?” – In what other contexts could you use this expression?
  • A new law passed by the council seeks to curb – What other things would the government pass laws to curb?
  • Now they want to kick us out – what other things could you be kicked out of?
  • The plan aims to limit the number of beds on offer. – What other things could be limited?
  • A manifesto calling for more local shops – What other things could a manifesto or a protest call for?
  • They’re the ones who are suffering the consequences and not enjoying the benefits? – What other things could you suffer the consequences or enjoy the benefits of?

Comprehension Questions Key

  1. Who organised the march? A coalition of residents & community groups
  2. How many tourists did Barcelona receive in total last year? 9+9+12=30million
  3. How did tourists feel about the march? Mixed emotions, some understanding, some bemused
  4. What is the main detrimental effect that tourism is having on the city’s residents? Forcing rents up, driving people out
  5. How has the council responded to the rising number of tourists? Laws to curb tourism, limits on flats, moratorium on new hotels
  6. How does airbnb defend itself? Most hosts are just letting out spare rooms
  7. What suggestions does Daniel Pardo make? Stop subsidising tourism with public money, infrastructure of the city is being exploited by tourism
  8. The march was very serious and angry true/false. false, march was good-humoured
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Posted in Conversation Classes, Proficiency

Debating at Higher Levels

Image result for debate

Image credit: The Merkle

Follow me on twitter @RobbioDobbio

This is a lesson plan for higher levels (C1+) designed to help students develop their discourse management and debating skills. Download the handouts below:

Discourse Analysis: Guardian 5-minute Debates

In this section of the lesson students will watch a video from the Guardian 5-minute debate series in order to analyse the ways in which the speakers structure their arguments and the language they use. The topic of the debate is:

  • Should slang words be banned in the classroom?

In the debate the two speakers (Michael Rosen and Lindsay Johns) are specifically talking about London street slang. A school in South London took the decision to ban street slang from the classroom, the banned words are in the picture below:

slang

If you want to look up any of these words you can use the urban dictionary.

Language to pre-teach:

  • code switching – changing from one language, dialect, or way of speaking to another depending on who you’re speaking to.
  • cultural relativism – the theory that beliefs, customs, and morality exist in relation to the particular culture from which they originate and are not absolute. (What’s considered acceptable in one culture might not be in another)
  • Live in an ivory tower – to be out of touch or to not understand the true reality of a situation. To live in a privileged position and therefore not understand the real world.

Have students watch the debate, while they are watching they should answer these questions:

  • Who wins the debate and why?
  • Useful phrase for debating.
  • Ways of structuring an argument.

https://www.theguardian.com/commentisfree/video/2013/dec/09/should-schools-ban-slang-video-debate

 

Discuss their thoughts in open class.

Give out the transcript and show students the powerpoint. The powerpoint will take them through some of the structural techniques that Michael Rosen uses such as:

  • Conceding/partially agreeing
  • Hedging/being more indirect
  • Asking and answering your own questions
  • Presenting evidence
  • Being emphatic

A Less Formal Debate – Debate-O-Rama Cats vs. Dogs

Now tell students they’re going to watch a less formal debate, the topic is dogs vs. cats. Split the class into two groups: the dog group and the cat group. Each group has to watch the video and and write down the arguments that the two people give to support their animal, i.e dogs are smelly, cats are selfish.

Students watch the video and takes notes. (Video from 1:15)

Give out the debate language handout. Tell students that they are going to recreate the dogs vs. cats debate but using the language on the handout and some of the structural techniques we saw earlier. Give them 8-10 minutes to structure their arguments. The debate will follow the following structure:

Debate Structure

  1. Opening statement (90 secs)
  2. Cross examination (30 secs)
  3. (repeat)
  4. Rebuttal #1 (30 secs each)
  5. Rebuttal #2 (30 secs each)
  6. Closing Statements (30 secs each)

Award a winner based on the strength of their arguments and how well structured they are. The debate handout has further debate topics for future classes.

Debate Handout:

Language

Opinion

The way I see it,

In my view,

In my opinion, I think that

My view on the matter is…

As far as I understand it,

As far as I’m concerned,

I’d say that…

I personally am (not) a big fan of…

Evidence/Popular Opinion

All the evidence points to/suggests…

I think you’ll find that…

If you ask anyone,…

The vast majority of people would say…

We have no evidence that…

9 out of 10 people would say that…

There’s no evidence to support that whatsoever.

 

Main arguments

I support/oppose the notion that… for the following reason: Firstly,…

The key issue here is…

The real question/dilemma is… (question form)

The critical/crucial factor here is…

It’s vital to remember that…

By far and away the most important point is…

Adding points

What’s more,

On top of that,

Besides that,

Apart from that,

Another thing to consider is…

We shouldn’t forget that…

It’s also worth bearing in mind that…

Rebutting/Cross-Examining

So what you’re saying is…

So let me get this straight…

Correct me if I’m wrong but…

You’re not seriously suggesting that…, are you?

You can’t possibly be saying that…

I feel I must also disagree with you about…

Conceding/Partially Agreeing

I admit that your point about… may be true, however,

I take/see your point about…

Let’s say I agree with the idea of…

I hear what you’re saying, but…

Conclusion

In a nutshell,

So to sum up,

So in summary,

So to wrap up,

So as I was saying,

All in all,

Debate Structure

1.       Opening statement (90 secs)

2.       Cross examination (30 secs)

3.       (repeat)

4.       Rebuttal #1 (30 secs each)

5.       Rebuttal #2 (30 secs each)

6.       Closing Statements (30 secs each)

Low-stakes Debate Topics

(Credit to debatable youtube page)

Dogs vs. Cats Superpowers:

Flight vs. Invisibility

Pancakes vs. Waffles Hot dogs vs. Hamburgers French fries vs. Patatas bravas
Beer vs. Wine Whisky vs. Rum Are ghost real? Does the internet do more good or bad? Camping, good or bad?
Taylor Swift vs. Ariana Grande Soup vs. salad Pasta vs. pizza Is it ok to pee in the shower? Tea vs. Coffee
Coke vs. Pepsi Burger King vs. MacDonald’s Chinese food vs. Japanese food City vs. Country Morning Showers vs. Night Showers
Posted in Vocabulary Classes

Mind-Boggling Expressions with Mind

Image credit: thetraveledteacher.blogspot.com

Follow me on twitter @RobbioDobbio

I’m running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:

https://www.justgiving.com/Timothy-Warre/

This is a vocabulary activity designed with proficiency students (C2) in mind. However, it can be adapted for advanced students. Students will learn expressions with the word “mind” and use them in a discussion. Download the students’ handout and teacher’s notes below:

Mind Expressions teachers notes

Mind Expressions student handout

Sentence completion

Give out the handout and have students work in pairs to complete as many as they can. For lower levels or if students struggle you could write all the missing words on the board and students could use them to complete the activity. Students can use the list on the back to check their own answers.

Key

1.       Great

2.       Load

3.       Meeting

4.       Frame/state

5.       Right

6.       Give piece

7.       Have own

8.       Boggling

9.       In/of

10.   Cast

11.   Bearing

12.   Crossed

13.   If do

14.   Half

15.   Sieve

16.   Tracked

17.   Running

18.   Put

19.   Own business

20.   P’s q’s

21.   Slipped

Definitions

  1. Great minds think alike – When two people have had the same good idea
  2. A load off one’s mind – news that brings relief
  3. A meeting of the minds – group of experts meeting to discuss something
  4. In a frame of mind – in a mental condition
  5. No one in their right mind would – no sane person would
  6. Give sb a piece of one’s mind – to angrily express disapproval to someone
  7. Have a mind of its own – does things on its own
  8. Mind-boggling – so big/complex that it’s difficult to comprehend
  9. To be in/of two minds about something – to be undecided
  10. Cast one’s mind back – think about a specific time in the past/make an effort to remember
  11. Bear in mind/It’s worth bearing in mind – Remember/take into account
  12. Cross one’s mind/It never crossed my mind to – I never thought about (normally in relation to a solution to a problem)
  13. Don’t mind if I do – I would like to, used when accepting an offer, usually food/drink
  14. Have half a mind to – to be considering doing something (normally something you’re not going to do)
  15. Have a mind like a sieve – bad memory
  16. Have a one-tracked mind – always thinking about one thing, almost always sex
  17. Run through one’s mind – something you’re constantly thinking about
  18. Put one’s mind to st – make a considerable effort to focus on doing something
  19. Mind one’s own business – not interfere in other people’s lives/problems
  20. Mind one’s p’s and q’s – be polite and follow social rules (please, thank you etc.)
  21. Slip one’s mind – forget something

Analysis

This section is important as it gives students an opportunity to process the expressions on a deeper cognitive level and relate them to their lives, this will increase the chances of retention. Allow them to discuss the questions and then briefly in open class.

Discussion Key

  1. Sieve slip
  2. One
  3. Cast
  4. P’s q’s
  5. Own business
  6. Gave
  7. Put
  8. In/of
  9. Right
  10. Own
  11. Bear
  12. Load
  13. Running

 

Student’s Handout

Sentence completion

Complete the sentences with 1 word to form expressions with “mind”.

  1. So you’ve decided to do a masters too! ________ minds think alike!
  2. They found the lost pendrive down the back of the sofa. Phew! That’s a ________ off my mind.
  3. The UN has organised a council of scientists to discuss the best way to solve the issue, it’s going to be a real _________ of the minds.
  4. Due to the recent speculation about a move to Real Madrid, the player has stated that he’s not in the right _________ of mind to play tomorrow.
  5. No one in their _________ mind would buy that car, it’s a death-trap!
  6. If you two don’t be quiet and go to sleep, I’m going to come up there and _____ you a ______ of my mind!
  7. My mobile phone seems to _______ a mind of its _______. It’s always calling people in my bag.
  8. The distances we’d have to travel to reach another habitable planet are mind-___________, it’s not going to be possible in our lifetime.
  9. I’m ___ two minds about what to do on Sunday, we could have a picnic or we could go to the cinema.
  10. ______ your mind back to the day of the robbery Mrs. Jones, what time did your husband arrive home?
  11. It’s worth __________ in mind that the sun goes down at 5:30 in winter, so we have to be off the mountain by then.
  12. It never ___________my mind to ask Tony for help, I figured he didn’t know anything about computers.
  13. Would you like another martini George? Oooo don’t mind ____ I _____.
  14. I have ______ a mind to go up there myself and tell them to turn the music down.
  15. I’m sorry but I’ve completely forgotten your name, I’ve got a mind like a _________.
  16. Most teenage boys have a one-_________ mind, and we all know what that means!
  17. Hi babe, are you tired? No, why? Because you’ve been ________through my mind all night.
  18. You can achieve anything if you ______ your mind to it!
  19. I was just sat at the bus-stop minding my _____ _______ when this guy walked up and started insulting me!
  20. You have to mind your ___’s and ____’s around my grandma, she’s quite sensitive about that sort of thing.
  21. Oh no! I forgot to bring you that letter, sorry, it completely ________ my mind.

Key

Below are the expressions from ex 1. Look at them with a partner, how can you express them in other words?

1.       Great minds think alike

2.       A load off one’s mind

3.       A meeting of the minds

4.       In a frame of mind

5.       No one in their right mind would

6.       Give sb a piece of one’s mind

7.       Have a mind of its own

8.       Mind-boggling

9.       To be in/of two minds about something

10.   Cast one’s mind back

11.   Bear in mind/It’s worth bearing in mind

12.   Cross one’s mind/It never crossed my mind to

13.   Don’t mind if I do

14.   Have half a mind to

15.   Have a mind like a sieve

16.   Have a one-tracked mind

17.   Run through one’s mind

18.   Put one’s mind to st

19.   Mind one’s own business

20.   Mind one’s p’s and q’s

21.   Slip one’s mind

Analysis

With your partner, look at the expressions and answer the questions below.

  1. Which ones are easy to guess from the individual meaning of the words?
  2. Which ones do you like?
  3. Which ones sound good?
  4. Which ones can be used in the most situations? And which in the least?
  5. Which ones can you easily relate to your life? Why?
  6. Which ones would you use in a letter/email/text message?
  7. Which ones would you use in speech?

Discussion

  1. Do you have a mind like a ________? What things normally _______ your mind?
  2. Is it true that men have a ______-track mind?
  3. How far can you ______ your mind back?
  4. Is it important to mind your ___’s and ___’s around your family?
  5. Are you a busy-body? Or do you tend to mind your _____ _____________?
  6. When was the last time you _______ someone a piece of your mind?
  7. You can achieve anything if you ________ your mind to it. Do you agree?
  8. Are you ____ two minds about anything at the moment?
  9. Complete the sentence about something in your city/life/country at the moment: No one in their _______ mind would…..
  10. Do any of your things have a mind of their ________?
  11. What should people ________ in mind if they want to do your favourite hobby/past-time?
  12. Can you think of any news you’ve received recently that was a _______ off your mind?
  13. Has anything been __________through your mind a lot recently? What are you going to do about it?
Posted in Listening Classes, Proficiency

Proficiency Podcasts: Radiolab, Words

Image credit: publicradiotulsa.org

Follow me on twitter @RobbioDobbio

This is the second in a series of lesson plans based around podcasts for high level learners (high C1+). This one is based on the first part of Words by radiolab. The link, transcript and lesson plan are below:

http://www.radiolab.org/story/91725-words/

Proficiency Podcasts words, Lesson plan

Words Transcript – divided into sections.

Warmer – Charades

SS have to sign the following sentences:

I don’t like bananas

I love soup

I think it will rain

Where is Joan?

I went swimming yesterday.

Can I have a pen?

Was it easy? Which sentences were the easiest? Do you ever play this game with your family?

  1. Do you know sign language?
  2. How difficult is it to communicate without words?
  3. What’s your favourite word in your own language/English?

Listening – Radiolab, words

1st section 00:15 – 01:02

Listen and answer these questions:

  • What happened to Susan? She was hit by a catering truck while riding her bike.
  • What were the consequences? She had concussion and couldn’t go to school.
  • How did she feel? Very bored

Listen once, ss share answers in pairs. Listen again for specific detail and language.

  • How does she describe the accident? A catering truck hit me.
  • How does she describe her feelings? Bored out of my mind.

Follow same sequence with each section, general comprehension questions, then listen again and clear up language problems.

2nd section 01:02 – 1:40

  • What did she do? Why? Her friend suggested that she crashed classes at the local uni.

2nd listen for language.

Make a prediction in pairs:

  • What happened that changed her life?

3rd section 01:40 – 2:15

  • What happened? She walked into a signing class.
  • What was her reaction? Mesmerised

Predict: What’s going to happen next?

4th sections 2:15 – 3:05

  • What happens next? Becomes a signer.
  • Where does she go? LA
  • Who does she meet? A man born deaf.

5th section 3:05 – 3:50

  • How does she describe the man? Beautiful, great cheekbones, black hair black eyes.
  • What’s the guy’s problem? Copies everything, visual echolalia

6th section 3:50 – 4:48

  • What does he realise about the guy? Has no language
  • How does he think the world works? That we figure stuff out visually

7th section 4:48 – 5:07

  • What questions do they ask?
  • What do words do for us?
  • Are they necessary?
  • Can you live without them?
  • Can you think without them?
  • Can you dream without them?
  • Can you swim without them?

Discuss these questions as a class.

Set the rest of this part of the podcast as homework with the following questions:

5:07 – 8:35

  • What problems did she have teaching him? He copied everything she did, he thought everything was an order. Didn’t know how to say goodbye, didn’t know if he would come back.
  • How did she make a breakthrough? Acted out the role of student and role of teacher.
  • What was his reaction? He broke down in tears.

Discussion

  • Have you ever had to communicate without words? Why?
  • How do you make yourself understood if you’re in a country where you don’t speak the language?
  • Have you ever had a misunderstanding with someone in this situation?
  • How much do you rely on signing and body language?
  • Have you ever spoken English on the phone? What was it like?

Accuracy vs Fluency

  • What’s more important accuracy or fluency when speaking?
  • If you spoke extremely accurately but with no fluency what problems would you have? And vice versa.
  • In what situations is it especially important to be accurate?
  • In what situations is it especially important to be fluent?
  • “Only teachers notice your mistakes” Do you agree?
  • “As long as the errors don’t affect understanding they don’t matter” Do you agree?
  • “Little mistakes will go away over time, you don’t have to focus on them.” Do you agree?
  • “Confidence is more important than how much you’ve studied when speaking a foreign language” Do you agree?
Posted in Exam Preparation Class

CPE Study Guide

Here are some materials to help students prepare for the Cambridge CPE exam.

Cambridge CPE Handbook

Download the latest version of the CPE handbook here:

http://www.cambridgeenglish.org/images/168194-cambridge-english-proficiency-teachers-handbook.pdf

It contains explanations of each part of the exam and practice tests with answers.

Quizlet sets:

Here are loads of different quizlet sets on different parts of the exam:

http://quizlet.com/20934139/cpe-use-of-english-2-open-cloze-flash-cards/

http://quizlet.com/15560940/cae-cpe-inversion-transformations-flash-cards/

http://quizlet.com/56144162/cpe-describing-feelings-flash-cards/

http://quizlet.com/16987300/cae-cpe-use-of-english-practice-part-5-flash-cards/

http://quizlet.com/2150978/cpe-idioms-flash-cards/

Join this class for more:

http://quizlet.com/join/gkF6yKCg8

Recommended websites:

These websites have great materials for self-study:

http://www.flo-joe.com/cpe/students/

http://www.examenglish.com/cpe/ – old exam format but still useful.

http://www.cambridgeenglish.org/exams/proficiency/how-to-prepare/

Writing Handouts

Here are a selection of documents to help prepare students for the writing paper:

CPE Writing part 1 (2)

CAE CPE Writing part 2 plan handout

cae-writing-useful-language-1

CPE Report

CPE Review

CPE speaking writing phrases

CPE writing essay 2nd plan

CPE Writing Part 1 walkthrough

Letter of Complaint tim

Narrative Letter

Paragraph Structure

Writing Expressions

Prezis

Here are links to various prezis on types of writing and grammar points:

Relative clauses: 

http://prezi.com/inqmfkuikbbt/?utm_campaign=share&utm_medium=copy

Inversion: 

http://prezi.com/wxy3-yvm3osw/?utm_campaign=share&utm_medium=copy

Inversion 2: 

http://prezi.com/mhabu89gv8-7/?utm_campaign=share&utm_medium=copy

Conditionals: 

http://prezi.com/r8peruvmq8nf/?utm_campaign=share&utm_medium=copy

Academic Writing: 

http://prezi.com/x1qhxvkwahez/?utm_campaign=share&utm_medium=copy

Report: 

http://prezi.com/cc55ukdsa3rk/?utm_campaign=share&utm_medium=copy

Planning Writing:

http://prezi.com/vmxjibrjz3lt/?utm_campaign=share&utm_medium=copy

Narrative/Descriptive writing: 

http://prezi.com/zvhgk3raimei/?utm_campaign=share&utm_medium=copy

Letter of Complaint: 

http://prezi.com/dxsaxacxoquv/?utm_campaign=share&utm_medium=copy

Book review: 

http://prezi.com/tvjva9mynbsj/?utm_campaign=share&utm_medium=copy

Proposal: 

http://prezi.com/faz_7zanfvvb/?utm_campaign=share&utm_medium=copy

Article: 

http://prezi.com/nwmmfijnmrlv/?utm_campaign=share&utm_medium=copy&rc=ex0share

Letter of application: 

http://prezi.com/dmwaid3cj4ql/?utm_campaign=share&utm_medium=copy&rc=ex0share

Speaking Materials:

Agreeingand disagreeing

CPE Speaking part 1

CPE long turn examples

Speaking Long Turn (1)

CAE Speaking Part 2 speculation

CAE Speaking Part 2

Posted in Exam Preparation Class, Grammar Classes

CPE use of English quizlet sets

Here are some great quizlet sets I found for CPE revision and cramming: