Why make fce more fun
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Why make FCE more fun ?. HARD WORK: You have to raise the complexity of their language Most classes need a lot of work with Use of English We need to explain tactics for reading/listening etc. MOTIVATION: Adults are tired after a busy day Teens are teens. Oh what fun …?.

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Why make FCE more fun ?

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Why make fce more fun

Why make FCE more fun ?

HARD WORK:

You have to raise the complexity of their language

Most classes need a lot of work with Use of English

We need to explain tactics for reading/listening etc.

MOTIVATION:

Adults are tired after a busy day

Teens are teens


Oh what fun

Oh what fun …?

Passing things

Changing places - moving

Doing things in pairs/groups

Negotiating things

More visual stimuli e.g. pics, IWB

Something ONLINE outside class


Reading part 2 reference words

Reading Part 2: Reference words

Gist read all the text – label each paragraph

Student As – Read before & after gap: write “what do you expect here?”

Student Bs – Read missing sentences: “write a question”

Teacher checks each + help choose best

As + Bs come together + choose answers


Reading part 3 reading race

Reading Part 3: Reading Race

Do it with a map first!

Divide into 6 teams of 2 – check rules (“finished!” – put your hand up – points)

Teacher read out synonyms (whole, or parts of, questions on left)


Writing process v model writing cycle

Writing: Process v. Model Writing Cycle

“Model Cycle”

Introduce topic in class

show model

SS notice good phrases

SS do own version

Teacher marks it

SS puts it away / loses it


Writing process v model writing cycle1

Writing: Process v. Model Writing Cycle

“Process Writing Cycle”

Introduce topic in class

SS discuss & plan content

SS do 1st version - T marks it

Work on good vocab/phrases in class

SS do 2nd version – T marks it

SS do 3rd version

SS displays work on board or Wiki


Writing graffiti wall

Writing: Graffiti Wall

Identify which complex structures you want to practice

SS write on graffiti wall in pairs (coloured pens - different angles)

Teacher photocopies (reduced) or scans for Wiki


Use of english all parts collocation triangles

Use of English (All parts): Collocation Triangles

Students in pairs try to put words in triangles

Teacher checks and explains any unusual ones

Students fold over paper and test each other


Use of english part 4 personalised grammar structures

Use of English (Part 4): Personalised grammar structures

Either:

Revise structures done in class by personalising them for students to ask each other (see example)

Or:

Ask them to put a personalised example on the Wiki with “Wallwisher”

http://www.wallwisher.com/wall/vFXCunKul6


Personalised grammar structures examples for pair work in class

Personalised grammar structures(Examples for pair-work in class)

Ask your partner:

Do you know anyone who has dropped out of school or university?

Have your parents ever taught you or your brother/sister a lesson?

Have you recently had a discussion with someone about something?

Do you know someone who hasn’t got a sense of humour?

What do you like to do when you take a break from work or university?

When is the last time you sat an exam?

Idea taken from Andrew Walkley – ACEIA Conf 2011


Listening part 2 question signposts

Listening Part 2: Question signposts

Students have problems with a long listening:

- it’s overwhelming – a “wall of sound”

- they lose their place

For the first listening: Tell a student to call out the number of the question when it starts to be talked about

(They shouldn’t write down any answers at this stage)


Listening part 3 synonym hunting

Listening Part 3: Synonym hunting

Students get a Part 3 with the answers already marked in.

So what’s the point?

- stress of “getting the right answer” is taken away

- the task is now “find the synonym”


Speaking part 2 partner as monitor

Speaking Part 2: Partner as monitor

Agree on good phrases to use in part 2

Teacher introduces Part 2 Question

Student As – Speak for one minute

Student Bs – Listen, using checklist

Bs give As feedback

Change round


Speaking part 2 partner as monitor1

Speaking Part 2: Partner as monitor

SPEAKING PART 2 - CHECKLIST

 Both photos show…

 The first photo shows …

 … whereas …

 This one shows…

 The photo (must / might) have been taken …

 She / he (must / might) be feeling … because…

 If I were ( him / her) , I’d …


Speaking all parts the pron card

Speaking (All parts): The pron card

T. notices which words the SS have problems pronouncing + writes on coloured A4 card

T. adds to card from class to class

SS practice pron in pairs

T. backs up some problem words with pics


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