Cambridge English Southern Europe

Experts in Language Assessment

Practical classroom exam tips and ideas for the preparation of Cambridge English YLE No 4.

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Cambridge English Language Assessment UK and Bell ran a global competition inviting teachers of English from all over the world to submit written practical teaching ideas for preparing their candidates for a range of Cambridge English examinations.

We would like to share with you these teaching ideas as in a series of posts in our blog as we believe they are practical and useful tools to integrate into your classroom experience and will help to inspire you now and in the future.

This is the fourth post with teaching tips for Cambridge English: YLE.

Patricia Orellana Santiago da Silva, Brazil

Job role:
Teacher, Cambridge English: Young Learners (YLE)

Exam preparation idea for:
Cambridge English: Movers (YLE Movers), Part 2 and Cambridge English: Flyers (YLE Flyers), Part 3,
Speaking tests

1. Display a comic strip story on an interactive whiteboard. Ideally choose one without dialogue.
2. Encourage the students to tell the story, either as a whole class or in pairs.
3. Provide each pair with a print-out of the story, cut into sections.
4. Ask one student to tell the story while the other arranges the pictures in the correct order.

Materials needed:
Internet on screen, or printed sheets from web page

Comic book stories
“To help students overcome problems with vocabulary and encourage them to paraphrase I started to give them some ‘disguised’ practice. I say disguised because students thought we would have 5 or 10 minutes every class just for fun, working with stories from comic books. I chose Monica’s Gang, Brazilian kids’ favourite one. As we have an e-board, I have very easy access to the stories. They can be found at, and I choose the ones without dialogues. I use them in many different ways, for instance:
1. the whole class together tells the story
2. students work in pairs, helping each other to tell the story
3. in pairs, one student tells the story while the other (with his/her back to the board) puts the pictures (printed and cut out beforehand) in order.

There is also a deal between the students and me: no Portuguese can be spoken and I don’t help them during the activity. When everybody finishes, I tell them the words they want to know. So far our ‘fun time’ has been a success. I still do not know if it is effective, but I have very positive feelings about it!”

If you have any further teaching tips please submit these to:

Written by Cambridge English Southern Europe

March 1, 2013 at 10:00 am

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