Cambridge English Southern Europe

Experts in Language Assessment

Practical classroom exam tips and ideas for the preparation of Cambridge English FCE 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: FCE.

Laura Cabrera, Uruguay 

Job role:
Teacher, Cambridge English: First (FCE)

Exam preparation idea for:
Cambridge English: First (FCE), Speaking paper, Part 2

Summary:
1. Gather the students around a selection of images.
2. Divide the class into pairs and ask each pair to select two pictures that are somehow related.
3. Ask them to think of a question to ask about each picture and possible answers when comparing the pictures.
4. Encourage the students to simulate a Speaking test, with one acting as the examiner and the other as the candidate.

Materials needed:
Photos from magazines, internet etc. of people, situations, events

Creating a speaking test
“I sat my students around a table (the activity can also be done on the floor) and I scattered some photographs that I had previously taken from magazines, advertisements, downloaded from the internet, etc. There were about 40 or 50 photographs illustrating different kinds of people, situations or events (e.g. some pictures showed people doing sports, working, studying, etc. while others showed different kinds of places, etc.).

The students were told that for the assigned task they needed to imagine that they were examiners creating a Cambridge English: First Speaking test. They were divided into pairs and each pair was asked to choose two pictures that in their opinion were somehow connected. Afterwards they were asked to think of a question that could be asked about the pictures. They also had to think about the
possible answers that a candidate might give when answering the question and when comparing the photos.

The next step was that in each pair one student acted the part of examiner while the other acted the part of candidate. After the activity we had a feedback session where most of the students said that the task helped them to raise awareness of what is expected from them, and they found it very useful.”

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

Written by Cambridge English Southern Europe

April 3, 2013 at 10:00 am

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