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CAE Speaking

CAE Speaking. Aims of this workshop. to review task focuses and task types to discuss teaching tips and look at classroom activities (some exam-based and some focusing on speaking skills) to discuss how teachers can make use of sample papers and past papers in the classroom. Overview.

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CAE Speaking

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  1. CAE Speaking

  2. Aimsof this workshop • to review task focuses and task types • to discuss teaching tips and look at classroom activities (some exam-based and some focusing on speaking skills) • to discuss how teachers can make use of sample papers and past papers in the classroom

  3. Overview • 15 minutes • four parts • two candidates and two examiners • interlocutor manages the interaction (and gives global assessment) • assessor makes detailed assessments

  4. Part 1 tip ‘Try to link your points togetherand develop what you say.’

  5. Part 1 prompts People • What makes a good friend? ...... (Why?) • How do you like to spend time with your friends? • Who has the greatest influence on your life? ...... (Why?) • Which teacher will you always remember?...... (Why?)

  6. Speculating on feelings, relationships, atmosphere, etc. Giving your own opinion/s Comparing photographs I’d say ... I don’t think it ..., because ... Personally ... I don’t really like … but ifI had to choose Both photographs show ... Neither of them ... This one is… but that one shows … Part 2 useful phrases

  7. Part 2 useful phrases

  8. Part 2 tip ‘Use the questions above the photos to remind you what you must talk about.’

  9. Part 3 topic In this example of a Part 3 task, you have to imagine that a company wants to improve working conditions for its employees. You have to discuss the changes it is thinking of introducing and then choose two changes which would be the most popular.

  10. Part 3 tip ‘You need to interact with your partner, make suggestions and express opinions, and respond to what your partner says.’

  11. Discussion questions • Some of your students are wondering what CAE will do for them in terms of their studies and careers. What’s your opinion? • What are the advantages and disadvantages of attending an exam course (as opposed to a general English course)? • How far do you agree that having a Cambridge ESOL qualification is vital to improving job prospects? • In your view, does the content of the Cambridge ESOL (General English) exams meet the needs of learners from different countries? (Why/Why not?)

  12. Part 4 tip ‘Always say something, and give an opinion! It doesn’t matter if it’s right or wrong – you are being assessed on your language, not your ideas, and the examiners want to hear your full range of language.’

  13. Advice for Part 4 Candidates are expected to: • give their opinion/s • extend their answer/s by providing details and giving reasons • add to what their partner says if relevant (don’t wait for the interlocutor to ask you a question)

  14. General tip ‘The more past papers and practice Speaking tests candidates can complete, the better prepared they will be.’

  15. Support • websites • www.CambridgeESOL.org/ • www.CambridgeESOL.org/teach • teachers’ seminars • handbook • sample/past papers • exam report

  16. Further information University of Cambridge ESOL Examinations 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0)1223 553355 Fax: +44 (0)1223 460278 Email: esolhelpdesk@cambridgeesol.org Keep up to date with what’s new via the Cambridge ESOL website www.CambridgeESOL.org

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