Why make fce more fun
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Why make FCE more fun ? PowerPoint PPT Presentation


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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 ?

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 …?

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

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

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

“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 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

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

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

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)

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

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

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

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 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

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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