Cambridge English Southern Europe

Experts in Language Assessment

Practical classroom exam tips and ideas for the preparation of Cambridge English: PET No 1.

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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 first post with teaching tips for Cambridge English: PET.

Winner of the Teacher Competition 2012

Pham Thuy, Vietnam

Job role:
Teacher, Cambridge English: Preliminary (PET)

Exam preparation idea for:
Cambridge English: Preliminary (PET), Writing paper

Summary:
1. Divide the class into groups of four comprising two story-developers, one judge and one notetaker/editor.
2. Give the groups a story title or starter sentence and ask them to develop a story.
3. Encourage the story-developers to take turns to contribute sentences.
4. Ask the judge to approve each sentence and the note-taker/editor to write down the story, correcting any errors.
5. Display the stories and ask students to vote for their favourite.

Materials needed:
Paper and pen for note-taker

Story building
“First, the students are divided into groups of four comprising two story-developers, one judge and one note-taker/editor. Next, they are given a title or beginning sentence and asked to develop a logical story within a time frame. Next, after throwing a dice to decide the starting person, the two story-developers take turns to contribute one sentence to build up the story; the judge must listen
attentively to evaluate the logical link between that sentence and the previous ones, then decide to approve or disapprove of it; the note-taker/editor notes down the story and fixes any grammatical, lexical or cohesive errors. It should be noted that the story-developers have no time to think between turns, so the editor does play a role in group work. Finally, all products are collected and
exhibited on the walls of the classroom.

All members will then go around, read the stories and stick a star (which is paper-made and handed out to them before) on the one they vote for. At the end of the class, the teacher gives comments on the students’ work and suggestions for improvements. With this activity, I find students more relaxed, active, creative and fluent in writing stories.”

If you have any further teaching tips please submit these to: teachersupport@cambridgeesol.org

Written by Cambridge English Southern Europe

March 15, 2013 at 10:00 am

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