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 …?.
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.
Adults are tired after a busy day
Teens are teens
Changing places - moving
Doing things in pairs/groups
More visual stimuli e.g. pics, IWB
Something ONLINE outside class
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
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)
Introduce topic in class
SS notice good phrases
SS do own version
Teacher marks it
SS puts it away / loses it
“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
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
Students in pairs try to put words in triangles
Teacher checks and explains any unusual ones
Students fold over paper and test each other
Revise structures done in class by personalising them for students to ask each other (see example)
Ask them to put a personalised example on the Wiki with “Wallwisher”
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
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)
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”
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
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 …
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